Ԝ仇€a@fib‡€a@êcâ

‫‪—Ó€dm‬‬ ‫‪@êcâ‬‬
‫«‪äflb«@lbé◊@‡yä€aÜj‬‬
‫‪Ş‬‬ ‫‪‬‬

‫ﺍﻟﻨﺎﴍ‪ :‬ﺩﺍﺭ ﻛﺘﺎﺏ ﻟﻠﻨﴩ ﻭﺍﻟﺘﻮﺯﻳﻊ‬

‫ﺭﻗﻢ ﺍﻹﻳﺪﺍﻉ‪٢٠١٤ / ٢٦٦٧٥ :‬‬
‫‪٠١١١٥٧٤٢٣٠٣‬‬
‫ﺴﻴﻖ ﻭﺇﺧﺮﺍﺝ‪ :‬ﳏﻤﺪ ﺳﻌﻴﺪ ‪١٥٧٤٢٣٠٣٣‬‬
‫ﺗﻨﺴﻴﻖ‬
Ԝ仇€a@fib‡€a@êcâ

—Ó€dm
äflb«@lbé◊@‡yä€aÜj«
Ş


ıaÜÁg

;∫;]¡ÑÜÂ;Î]Ë¢\Â;f¢\;È›]⁄÷¡;flÁÉ’\;GÈd^Â;ÈŸ^;È’b
;È÷¡ ;j⁄÷¬h ;flÁÉ’\ ;ÈhÉh]à^ ;È’b ;G◊Ÿ¯\ ;Ï¡]qç’\
;Ç]ià^;È⁄‚…;{˜ê;JÑÊi—Å’\;Ö—É’]d;í|^Â;G€‚ÁÅÁ^
;‹ÅÕ;flŸ;◊—Â;ַܯ\;ϬŸ]p;ÎÑ]qi’\;ÏË÷“d;Ä]ëiÕ¯\
ÑÊfi÷’;◊⁄¬’\;”’Ç;s\Ö|¸;‡Ê¬’\;ÅÁ;È’

5
 

6
‫‪‬‬

‫‪ÚflÜ‘fl‬‬

‫ﺭﺍﻓﻘﺖ ﺍﳌﻌﺮﻓﺔ ﺍﻹﻧﺴﺎﻥ ﻣﻨﺬ ﺃﻥ ﻭﺟﺪ ﻋﲇ ﻫﺬﻩ ﺍﻷﺭﺽ‪ ،‬ﻭﺍﺭﺗﻘﺖ‬

‫ﻣﻌﻪ ﻣﻦ ﻣﺴﺘﻮﻳﺎﲥﺎ ﺍﻟﺒﺪﺍﺋﻴﺔ ﺇﱄ ﻗﻤﺔ ﺫﺭﻭﲥﺎ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻭﺍﳌﺘﺄﻣﻞ ﰲ ﺗﺎﺭﻳﺦ‬
‫ﺍﻟﺒﴩﻳﺔ ﳚﺪ ﺃﻥ ﲤﺘﻊ ﻛﻞ ﳎﺘﻤﻊ ﻣﻦ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺑﻘﺪﺭ ﻣﻌﲔ ﻣﻦ ﺍﻟﻌﻠﻢ‬
‫ﻭﺍﳌﻌﺮﻓﺔ ﻳﻌﻜﺲ ﻟﻨﺎ ﻣﺪﻱ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌﺠﺘﻤﻌﺎﺕ ﻣﻦ ﻋﺪﻣﻪ‪.‬‬
‫ﻭﻻ ﺷﻚ ﺃﻥ ﺍﳌﻌﺮﻓﺔ ﻟﻴﺴﺖ ﺑﺎﳌﻔﻬﻮﻡ ﺍﳉﺪﻳﺪ ﺃﻭ ﺍﻟﻄﺎﺭﺉ ﺣﺪﻳﺜ ﹰﺎ‪،‬‬
‫ﻭﻟﻜﻦ ﺍﳉﺪﻳﺪ ﻫﻮ ﺣﺠﻢ ﺗﺄﺛﲑﻫﺎ ﺍﻟﺮﺍﻫﻦ ﻋﲇ ﺟﻮﺍﻧﺐ ﺍﳊﻴﺎﺓ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﺳﻴﺎﺳﻴ ﹰﺎ ﻭﺍﻗﺘﺼﺎﺩﻳ ﹰﺎ ﻭﺍﺟﺘﲈﻋﻴ ﹰﺎ ﻭﺛﻘﺎﻓﻴ ﹰﺎ‪ ،‬ﻓﻠﻘﺪ ﻏﺪﺕ ﺍﳌﻌﺮﻓﺔ ﲤﺜﻞ ﺍﻟﺘﺤﻮﻝ‬
‫ﺍﻟﺜﺎﻟﺚ ﰲ ﺗﺎﺭﻳﺦ ﺍﻟﺒﴩﻳﺔ ﺑﻌﺪ ﻇﻬﻮﺭ ﺍﻟﺰﺭﺍﻋﺔ ﻭﺍﻟﺼﻨﺎﻋﺔ‪.‬‬
‫ﻭﻗﺪ ﺳﺎﻋﺪ ﰲ ﺗﻌﺎﻇﻢ ﺫﻟﻚ ﺍﻟﺪﻭﺭ ﻟﻠﻤﻌﺮﻓﺔ‪ ،‬ﻣﺴﺎﻳﺮﲥﺎ ﻟﻠﺜﻮﺭﺓ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﺣﻴﺚ ﺑﺎﺗﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‬
‫ﻣﻮﺭﺩ ﹰﺍ ﺃﺳﺎﺳﻴ ﹰﺎ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺇﺿﺎﻓﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻭﻧﺸﺄ ﻣﺎ‬
‫ﺍﺗﻔﻖ ﻋﲇ ﺗﺴﻤﻴﺘﻪ )ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ(‪.‬‬
‫ﻓﻘﺪﻳ ﹰﲈ ﻛﺎﻧﺖ ﺍﻷﺭﺽ ﻭﺍﻟﻌﻤﻞ ﳘﺎ ﺍﻟﻌﻨﴫﺍﻥ ﺍﻷﺳﺎﺳﻴﺎﻥ ﰲ ﺍﻗﺘﺼﺎﺩ‬
‫ﺍﻟﺰﺭﺍﻋﺔ‪ ،‬ﻭﺣﻞ ﻣﻜﺎﳖﲈ ﺭﺃﺱ ﺍﳌﺎﻝ ﻭﺍﻟﻌﻤﻞ ﰲ ﺍﻟﻌﴫ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﻭﻟﻜﻦ‬
‫ﰲ ﻭﻗﺘﻨﺎ ﺍﻟﺮﺍﻫﻦ ﻭﰲ ﻇﻞ ﻣﻮﺟﺎﺕ ﺍﻟﺘﺤﻮﻝ ﻻﻗﺘﺼﺎﺩﻳﺎﺕ ﻣﺎ ﺑﻌﺪ ﺍﻟﺼﻨﺎﻋﺔ‪،‬‬

‫‪7‬‬
 ‫‪‬‬

‫ﻧﺠﺪ ﺃﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﳘﺎ ﺍﻟﻌﺎﻣﻼﻥ ﺍﻷﺳﺎﺳﻴﺎﻥ ﻟﻌﻮﺍﻣﻞ‬

‫ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﻋﻠﻴﻪ ﺍﻧﺘﻘﻠﻨﺎ ﻣﻦ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺼﻨﺎﻋﻲ ﺇﱄ ﺍﳌﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﰐ‬
‫ﻭﳎﺘﻤﻌﺎﺕ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺃﺻﺒﺤﺖ ﺍﻟﺜﺮﻭﺓ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻸﻣﻢ ﺗﻜﻤﻦ ﰲ ﻋﻘﻮﻝ‬
‫ﺃﺑﻨﺎﺀﻫﺎ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱄ‪ ،‬ﻓﻀ ﹰ‬
‫ﻼ ﻋﻦ ﺍﻟﺜﺮﻭﺍﺕ ﺍﳌﺎﺩﻳﺔ‪ ،‬ﻭﺻﺎﺭ ﺍﻻﺳﺘﺜﲈﺭ ﰲ‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻫﻮ ﺍﻻﺳﺘﺜﲈﺭ ﺍﻟﺮﺍﺑﺢ ﰲ ﻭﻗﺘﻨﺎ ﺍﻟﺮﺍﻫﻦ‪.‬‬
‫ﻭﺑﻨﺎﺀ ﹰﺍ ﻋﻠﻴﻪ‪ ،‬ﺭﺃﻱ ﺍﻟﻜﺎﺗﺐ ﺃﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻣﻠﺤﺔ ﻟﴬﻭﺭﺓ ﺗﻘﺪﻳﻢ‬
‫ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ) ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ(‪ ،‬ﻟﻴﻜﻦ ﺇﺳﻬﺎﻣ ﹰﺎ ﻟﻮ‬
‫ﺑﺴﻴﻂ ﻟﻺﻟﺘﺤﺎﻕ ﺑﺮﻛﺐ ﺍﻟﺘﻘﺪﻡ ﻭﻣﺴﺎﻳﺮﺓ ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﳌﺘﺴﺎﺭﻋﺔ ﻭﺍﳌﺘﻌﺎﻗﺒﺔ‬
‫ﰲ ﺃﻳﺎﻣﻨﺎ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻣﺪﺭﻛ ﹰﺎ ﳊﺪﺍﺛﺔ ﺍﳌﻮﺿﻮﻉ ﻭﻧﺪﺭﺓ ﺍﻟﻜﺘﺎﺑﺎﺕ ﺑﺸﺄﻧﻪ‪.‬‬
‫ﻭﺍﷲ ﻣﻦ ﻭﺭﺍﺀ ﺍﻟﻘﺼﺪ ﻣﻌﲔ‪.‬‬

‫‪8‬‬
‫‪‬‬

‫‪fiβa@›ñ–€a‬‬
‫‪Ԝ仇€a@fib‡€a@êcä€@ÚÌ䃉€a@paåÿm䇀a‬‬

‫ﹺ‬ ‫ﹺ‬
‫ﻮﻥ ﹶﻭﺍ ﱠﻟﺬ ﹶ‬
‫ﻳﻦ ﻻ‬ ‫ﻗﺎﻝ ﺍﷲ ﺗﻌﺎﱃ‪ ﴿ :‬ﹸﻗ ﹾﻞ ﹶﻫ ﹾﻞ ﹶﻳ ﹾﺴﺘ ﹺﹶﻮﻱ ﺍ ﱠﻟﺬ ﹶ‬
‫ﻳﻦ ﹶﻳ ﹾﻌ ﹶﻠ ﹸﻤ ﹶ‬
‫)‪(١‬‬
‫ﹶﻳ ﹾﻌ ﹶﻠ ﹸﻤ ﹶ‬
‫ﻮﻥ﴾‬
‫ﺻﺪﹶ ﹶﻕ ﺍﷲ ﺍﻟﻌﻈﻴﻢ‬
‫ﻳﻘﺮ ﺍﷲ ﻋﺰﻭﺟﻞ ﰲ ﻫﺬﻩ ﺍﻵﻳﺔ ﺑﻮﺟﻮﺩ ﺍﻟﻔﺎﺭﻕ ﺑﲔ ﻣﻦ ﻳﻤﻠﻜﻮﻥ ﺍﻟﻌﻠﻢ‬
‫ﻭﺍﳌﻌﺮﻓﺔ ﻭﻣﻦ ﻻ ﻳﻤﻠﻜﻮﻥ‪ ،‬ﻭﻋﻠﻴﻪ ﻻﺑﺪ ﻣﻦ ﺇﺩﺭﺍﻙ ﻫﺬﻩ ﺍﳊﻘﻴﻘﻴﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ‬
‫»ﺳﻨﺔ ﻛﻮﻧﻴﺔ«‪ ،‬ﻓﺎﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﳘﺎ ﺃﺳﺎﺱ ﺗﻘﺪﻡ ﺍﻷﻣﻢ‪.‬‬
‫ﻗﺪﻳ ﹰﲈ ﻛﺎﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺎﺩﻱ ﻭﻗﻮﺩ ﹰﺍ ﻟﻠﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﺃﻣﺎ ﺍﻵﻥ‬
‫ﻭﰲ ﻇﻞ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻓﺈﻥ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳊﻜﻤﺔ ﺃﺻﺒﺤﺎ‬
‫ﻭﻗﻮﺩ ﺍﻟﺴﻴﺎﺩﺓ‪ ،‬ﻓﻤﻦ ﻳﻤﻠﻚ ﺍﳌﻌﺮﻓﺔ ﺳﻴﻜﻮﻥ ﰲ ﺍﻟﺼﻔﻮﻑ ﺍﻷﻭﱄ ﻟﺮﻛﺐ‬
‫ﺍﻟﺘﻘﺪﻡ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﻭﺍﻟﻌﻜﺲ ﺻﺤﻴﺢ ﰲ ﺷﺄﻥ ﻣﻦ ﻻ ﻳﻤﻠﻚ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻟﺬﻟﻚ‬
‫ﻓﺈﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺃﺻﺒﺢ ﺃﺣﺪ ﺃﻫﻢ ﻣﺼﺎﺩﺭ ﺛﺮﻭﺍﺕ ﺍﻷﻣﻢ‪ ،‬ﻭﺃﺣﺪ‬
‫ﻋﻨﺎﴏ ﺍﻟﻘﻮﺓ ﰲ ﺍﻻﻗﺘﺼﺎﺩﻳﺎﺕ ﻭﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﳊﺪﻳﺜﺔ‪.‬‬
‫ﻭﺇﺫﺍ ﻛﺎﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺎﺩﻱ ﻣﻠﻤﻮﺳ ﹰﺎ ﲢﻜﻤﻪ ﺃﺳﺲ ﻭﻧﻈﺮﻳﺎﺕ ﻭﻳﻤﻜﻦ‬

‫)‪ (١‬ﺍﻵﻳﺔ )‪ ،(٩‬ﺳﻮﺭﺓ ﺍﻟﺰﻣﺮ‪.‬‬

‫‪9‬‬
 ‫‪‬‬

‫ﺿﺒﻄﻪ ﻭﺗﻘﻴﻴﻤﻪ ﻭﻓﻖ ﻣﻌﺎﻳﲑ ﳏﺪﺩﺓ‪ ،‬ﻓﺈﻥ ﺍﻟﻌﻜﺲ ﲤﺎﻣ ﹰﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﻌﺮﰲ ﻭﺍﻟﺬﻱ ﻳﺼﻌﺐ ﺗﻄﺒﻴﻖ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻭﺍﻷﺳﺲ ﻋﻠﻴﻪ‪ ،‬ﻧﻈﺮ ﹰﺍ‬
‫ﻟﻄﺒﻴﻌﺘﻪ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‪.‬‬
‫ﻭﻋﲇ ﺍﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ﺳﻴﺸﲑ ﺍﻟﻜﺎﺗﺐ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻣﻦ ﺍﻟﻜﺘﺎﺏ‬
‫ﻟﺒﻌﺾ ﺍﳌﺮﺗﻜﺰﺍﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻟﺒﻠﻮﺭﺓ ﺻﻮﺭﺓ ﺃﻛﺜﺮ‬
‫ﻭﺿﻮﺣ ﹰﺎ ﺑﺸﺄﻧﻪ‪ ،‬ﻭﻳﻘﺴﻤﻪ ﺍﻟﻜﺎﺗﺐ ﺇﱄ ﺛﻼﺛﺔ ﻣﺒﺎﺣﺚ‪ ،‬ﻫﻲ‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻧﺸﺄﺓ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﲏ‪ :‬ﺍﻟﺘﺄﺻﻴﻞ ﺍﳌﻔﺎﻫﻴﻤﻲ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﻜﻮﻧﺎﺕ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬

‫‪10‬‬
‫‪‬‬

‫‪fiβa@szj‡€a‬‬
‫„‪Ԝ仇€a@fib‡€a@êcâ@Òdí‬‬

‫ﺇﻥ ﳌﻮﺿﻮﻉ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺟﺬﻭﺭ ﺗﺎﺭﳜﻴﺔ ﻗﺪﻳﻤﺔ ﻗﺪﻡ ﺍﻹﻧﺴﺎﻥ‪،‬‬
‫ﻟﻜﻦ ﺍﻻﻫﺘﲈﻡ ﺍﳊﻘﻴﻘﻲ ﺑﺬﻟﻚ ﺍﻟﻨﻮﻉ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻗﺪ ﺗﺰﺍﻳﺪ ﻣﻊ‬
‫ﺗﺰﺍﻳﺪ ﺍﻻﻫﺘﲈﻡ ﺑﺎﻟﻌﻨﴫ ﺍﻟﺒﴩﻱ ﺩﺍﺧﻞ ﺍﳌﻨﻈﲈﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﺣﻴﺚ ﺃﺩﻱ‬
‫ﺫﻟﻚ ﺍﻻﻫﺘﲈﻡ ﰲ ﺑﻠﻮﺭﺓ ﻭﻇﻬﻮﺭ ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﻭﻗﺪ ﻛﺎﻧﺖ ﺑﺪﺍﻳﺔ ﺍﻻﻫﺘﲈﻡ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﺴﺎﺑﻊ ﻋﴩ‪،‬‬
‫‪ (William‬ﻋﲇ ﻓﻜﺮﺓ ﺍﺧﺘﻼﻑ ﻧﻮﻋﻴﺔ‬ ‫)‪Pe y‬‬ ‫ﺣﻴﺚ ﺃﻛﺪ ﺍﻻﻗﺘﺼﺎﺩﻱ‬
‫ﺍﻟﻌﲈﻟﺔ ﻭﻃﺮﺡ ﻣﻮﺿﻮﻉ ﻗﻴﻤﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺣﺴﺎﺏ ﺍﻟﺜﺮﻭﺓ ﺑﻄﺮﻳﻘﺔ ﺇﺣﺼﺎﺋﻴﺔ‪،‬‬
‫ﻭﺍﺳﺘﻤﺮﺕ ﺟﻬﻮﺩ ﺍﻻﻗﺘﺼﺎﺩﻳﲔ ﲠﺬﺍ ﺍﻻﲡﺎﻩ ﺣﻴﺚ ﰲ ﻋﺎﻡ ‪ ١٧٧٦‬ﺃﺷﺎﺭ )‬
‫‪ (Adam Smith‬ﰲ ﻛﺘﺎﺑﻪ ” ﺛﻮﺭﺓ ﺍﻷﻣﻢ“ ﺇﱄ ﺗﺄﺛﲑ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻣﻠﲔ ﰲ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺟﻮﺩﺓ ﺍﳌﺨﺮﺟﺎﺕ“)‪.(١‬‬
‫ﻛﲈ ﺃﻋﺪ )‪ (Alfred Marshall‬ﻋﺎﻡ ‪ ١٨٩٠‬ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺍﻟﺒﴩ ﺑﻘﻮﻟﻪ ”‬
‫ﺇﻥ ﺃﺛﻤﻦ ﴐﻭﺏ ﺭﺃﺱ ﺍﳌﺎﻝ‪ ،‬ﻫﻮ ﻣﺎ ﻳﺴﺘﺜﻤﺮ ﰲ ﺍﻟﺒﴩ“‪.‬‬

‫‪(1) Pe y.R, Guthrie.J, Intellectual Capital Literature review measurement,‬‬

‫‪Repor"ng &Mangement Journal of Intellectual Capital, Vol I, No 2,‬‬
‫‪2000, P176.‬‬

‫‪11‬‬
 ‫‪‬‬

‫ﻭﺟﺎﺀ ﻋﺎﻡ ‪ ١٩٠٦‬ﻟﻴﺸﻬﺪ ﻇﻬﻮﺭ ﺍﻷﺳﺎﺱ ﻟﻨﻈﺮﻳﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‬

‫ﺍﳌﻌﺎﴏﺓ ﻋﲇ ﻳﺪ ﺍﻻﻗﺘﺼﺎﺩﻱ )‪ ( Aerfig Fisher‬ﻋﻨﺪﻣﺎ ﺃﺩﺧﻞ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﻟﺒﴩﻱ ﰲ ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻌﺎﻡ)‪.(١‬‬
‫ﻭﻋﻨﺪ ﳖﺎﻳﺔ ﺍﳋﻤﺴﻴﻨﻴﺎﺕ ﺗﻮﺳﻊ )‪ (Mincer&Schultz‬ﺑﻨﻈﺮﻳﺔ ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻣﻦ ﺧﻼﻝ ﺍﻋﺘﺒﺎﺭﻩ ﻓﺌﺔ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﻣﺴﺘﻘﻠﺔ ﻋﻦ ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﻟﺘﻘﻠﻴﺪﻱ‪ ،‬ﻭﻣﻨﺬ ﺫﻟﻚ ﺍﳊﲔ ﺇﺯﺩﺍﺩﺕ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﺃﺩﺕ ﺇﱄ ﻣﺰﻳﺪ‬
‫ﻣﻦ ﺍﻟﺘﻮﺟﻪ ﻧﺤﻮ ﺍﻻﻫﺘﲈﻡ ﺑﺎﻟﻌﻨﴫ ﺍﻟﺒﴩﻱ ﻛﺄﺣﺪ ﻋﻮﺍﻣﻞ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﰲ‬
‫ﻣﻘﺪﻣﺘﻬﺎ ﺑﺮﻭﺯ ﺃﳘﻴﺔ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻇﻬﻮﺭ ﻧﻈﺮﻳﺔ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺘﻤﺪﺓ ﻋﲇ ﺍﳌﻮﺍﺭﺩ‬
‫)‪Core‬‬ ‫‪ (Resource-Based‬ﻭﻣﻔﻬﻮﻡ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺤﻮﺭﻳﺔ‬ ‫)ﹲ‪Theory‬‬
‫‪.(٢)(Competences‬‬
‫ﻋﲇ ﺻﻌﻴﺪ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻓﻘﺪ ﻛﺎﻧﺖ ﺃﻭﻝ ﺇﺷﺎﺭﺓ ﻟﻠﻤﻌﺮﻓﺔ ﻛﻤﺼﻄﻠﺢ ﰲ‬
‫‪(Friedrick‬‬ ‫)‪Hayek‬‬ ‫ﺗﻌﺎﺑﲑ ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺑﺤﺚ ﻛﺘﺒﻪ ﻓﺮﻳﺪﺭﻳﻚ ﻫﺎﻳﻚ‬
‫‪The Use of‬‬ ‫ﰲ ﻋﺎﻡ ‪ ١٩٤٥‬ﺑﻌﻨﻮﺍﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﳌﺠﺘﻤﻊ )‬
‫‪.(Knowledge in Society‬‬
‫ﺃﻣﺎ ﺍﳌﺤﺎﻭﻟﺔ ﺍﳊﻘﻴﻘﻴﺔ ﻟﺪﺭﺍﺳﺔ ﺍﳌﻌﺮﻓﺔ ﻛﺴﻠﻌﺔ ﻓﻘﺪ ﺟﺎﺀﺕ ﻣﻦ‬
‫‪ (Fritz‬ﰲ ﻛﺘﺎﺏ ﺑﻌﻨﻮﺍﻥ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ‬ ‫)‪Machlup‬‬ ‫ﻗﺒﻞ ﻓﺮﺗﺰ ﻣﺎﻛﻠﻮﺏ‬
‫)‪ (١‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﺇﺩﺍﺭﺓ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﰲ ﺇﺩﺍﺭﺓ ﻣﻨﻈﲈﺕ‬
‫ﺍﻷﻋﲈﻝ‪ ،‬ﺩﺍﺭ ﺍﻟﻴﺎﺯﻭﺭﻱ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﻨﴩ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،٢٠٠٩ ،‬ﺹ‪.١٥٨‬‬
‫)‪ (٢‬ﻓﺎﻃﻤﺔ ﻋﲇ ﺍﻟﺮﺑﺎﺑﻌﺔ‪ ،‬ﻣﺴﺘﻮﻳﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﰲ ﻣﻨﻈﲈﺕ ﺍﻷﻋﲈﻝ‪ :‬ﻧﻤﻮﺫﺝ‬
‫ﻣﻘﱰﺡ ﻟﻠﻘﻴﺎﺱ ﻭﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﳎﻠﺔ ﺍﻟﻨﻬﻀﺔ‪ ،‬ﺍﳌﺠﻠﺪ ‪ ،١٣‬ﺍﻟﻌﺪﺩ ‪ ،١‬ﻳﻨﺎﻳﺮ ‪ ،٢٠١٢‬ﺹ‪.٦‬‬

‫‪12‬‬
‫‪‬‬

‫)‪The Produc on and Distribu on‬‬ ‫ﻭﺗﻮﺯﻳﻌﻬﺎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬

‫‪The‬‬ ‫‪ (of‬ﻭﰲ ﻛﺘﺎﺏ ﺃﺳﺲ ﻧﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﺔ )‬ ‫‪Knowledge in the US‬‬

‫‪ (Fundamental‬ﻟﻠﻜﺎﺗﺐ ﻓﻴﻜﻮﺯﻟﻮ ﺧﻮﻣﺎﻟﻮ‬ ‫‪Theory of Knowledge‬‬

‫) ‪ (Bhekuzulu Khumalo‬ﹸﺣﻠﻞ ﻓﻴﻪ ﺃﻥ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻷﺻﻞ ﺳﻠﻌﺔ‪ ،‬ﺣﻴﺚ‬

‫ﺃﺩﺭﻙ ﺃﻧﻪ ﻟﺘﺤﻠﻴﻞ ﺍﳌﻌﺮﻓﺔ ﻛﺴﻠﻌﺔ ﳚﺐ ﺃﻥ ﲢﺪﺩ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﻘﺪ ﺣﺪﺩ ﻭﺣﺪﺓ‬
‫ﻟﻠﻤﻌﺮﻓﺔ ﻭﺃﺳﲈﻫﺎ ”ﻧﻮﻝ“ )‪ ،(Knowl‬ﻭﻣﻊ ﲢﺪﻳﺪﻫﺎ ﺣﺎﻭﻝ ﻗﻴﺎﺱ ﺍﳌﻌﺮﻓﺔ‪،‬‬
‫ﻭﺃﻇﻬﺮ ﺃﻥ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﺘﻲ ﺣﺎﻭﻟﺖ ﻗﻴﺎﺱ ﺍﳌﻌﺮﻓﺔ ﰲ ﺃﻭﺍﺧﺮ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ‬
‫ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﴈ ﻛﺎﻧﺖ ﺧﺎﻃﺌﺔ ﻷﳖﺎ ﺍﻋﺘﻤﺪﺕ ﻋﲇ ﺍﻓﱰﺍﺿﺎﺕ ﺧﺎﻃﺌﺔ)‪.(١‬‬
‫ﺃﻣﺎ ﻋﲇ ﺻﻌﻴﺪ ﻇﻬﻮﺭ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺘﻤﺪﺓ ﻋﲇ ﺍﳌﻮﺍﺭﺩ ﻣﻦ ﺧﻼﻝ ﻃﺮﺣﻬﺎ‬
‫ﺍﳉﻮﻫﺮﻱ ﺣﻮﻝ ﺃﳘﻴﺔ ﺍﳌﻮﺍﺭﺩ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻛﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﺍﻟﺘﻲ ﲤﺜﻞ‬
‫ﺍﻷﺳﺎﺱ ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺘﻲ ﲤﻠﻜﻬﺎ ﺍﳌﻨﻈﻤﺔ ﻭﺍﻟﺘﻲ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ‬
‫ﻧﺎﺩﺭﺓ ﻭﺻﻌﺒﺔ ﻟﻠﺘﻘﻠﻴﺪ ﻭﺫﺍﺕ ﻗﻴﻤﺔ ﻭﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻼﺳﺘﺒﺪﺍﻝ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ‬
‫ﺃﻛﺪﻩ ﺃﻳﻀ ﹰﺎ ﻣﻔﻬﻮﻡ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺤﻮﺭﻳﺔ ﺍﻟﺬﻱ ﻳﺸﲑ ﺇﱄ ﺗﻠﻚ ﺍﻟﱰﻛﻴﺒﺔ‬
‫ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﺎﺭﻗﺔ ﻭﺍﻷﺻﻮﻝ ﺍﳌﻠﻤﻮﺳﺔ ﻭﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﺫﺍﺕ ﺍﻟﻄﺎﺑﻊ‬
‫ﺍﳋﺎﺹ ﻭﺍﻟﺘﻲ ﺗﺸﻜﻞ ﺃﺳﺎﺳ ﹰﺎ ﻟﺘﻤﻴﺰ ﺍﳌﻨﻈﻤﺔ)‪.(٢‬‬
‫ﰲ ﺑﺪﺍﻳﺔ ﺛﲈﻧﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﴩﻳﻦ ﺑﺪﺃ ﺍﻻﻫﺘﲈﻡ ﺑﺈﺩﺍﺭﺓ ﺭﺃﺱ ﺍﳌﺎﻝ‬

‫‪(1) www.answers.com‬‬
‫‪(2) Mary Wilson& Augus ne Lado, Human Resources Systems and‬‬
‫‪Sustained Compe ve Advantage: Competency- Based perspec ve”,‬‬
‫‪Academy of Management Review, Vol.19, 1994, p15.‬‬

‫‪13‬‬
 ‫‪‬‬

‫ﺍﳌﻌﺮﰲ ﺣﻴﺚ ﺃﺩﺭﻙ ﺍﳌﺪﻳﺮﻭﻥ ﻭﺍﻷﻛﺎﺩﻳﻤﻴﻮﻥ ﻭﺍﻻﺳﺘﺸﺎﺭﻳﻮﻥ ﻋﲇ‬

‫ﻣﺴﺘﻮﻱ ﺍﻟﻌﺎﱂ ﺃﻥ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﺎﺩﻳﺔ ﻟﻠﻤﻨﻈﻤﺔ ﺗﻌﺒﲑ ﳏﺪﺩ ﹰﺍ ﺃﺳﺎﺳﻴ ﹰﺎ ﳌﺎ‬
‫ﲢﻘﻘﻪ ﻣﻦ ﺃﺭﺑﺎﺡ ﻷﳖﺎ ﻗﺎﺑﻠﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﳌﺘﻌﺪﺩ ﻭﺍﳌﺘﺰﺍﻣﻦ)‪ ،(١‬ﻓﻘﺪ ﻻﺣﻆ‬
‫)‪ (Hiroyuki‬ﻋﺎﻡ ‪ ١٩٨٠‬ﻭﺟﻮﺩ ﺗﺒﺎﻳﻦ ﰲ ﺃﺩﺍﺀ ﺍﻟﴩﻛﺎﺕ ﺍﻟﻴﺎﺑﺎﻧﻴﺔ ﻧﺘﻴﺠﺔ‬
‫ﻻﺧﺘﻼﻑ ﺍﳌﻮﺟﻮﺩﺍﺕ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻭﺍﻟﺘﻲ ﺗﻌﺘﱪ ﻗﺎﺑﻠﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ‬
‫ﺍﳌﺘﻌﺪﺩ‪ ،‬ﻛﲈ ﻧﴩ )‪ (Karl-Eric Sveiby‬ﻋﺎﻡ ‪ ١٩٨٦‬ﻛﺘﺎﺑ ﹰﺎ ﺑﺎﻟﻠﻐﺔ ﺍﻟﺴﻮﻳﺪﻳﺔ‬
‫ﺑﻌﻨﻮﺍﻥ )ﻛﻴﻒ –ﻣﻌﺮﻓﺔ ﺍﻟﴩﻛﺔ( ﺍﻟﺬﻱ ﺃﻭﺿﺢ ﻓﻴﻪ ﺃﻥ ﺍﳌﻮﺟﻮﺩﺍﺕ ﻏﲑ‬
‫ﺍﳌﻠﻤﻮﺳﺔ ﻫﻲ ﺍﳌﺼﺪﺭ ﺍﳊﻘﻴﻘﻲ ﻟﺒﻘﺎﺀ ﻭﻧﻤﻮ ﺍﻟﴩﻛﺔ)‪.(٢‬‬
‫‪(Alven‬‬ ‫)‪Toffler‬‬ ‫ﻭﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﺃﻭﺿﺢ ﻋﺎﱂ ﺍﳌﺴﺘﻘﺒﻠﻴﺎﺕ‬
‫ﲢﺪﻳﺪ ﹰﺍ ﻋﺎﻡ ‪ ١٩٩١‬ﺃﻥ ﺍﳌﻌﺮﻓﺔ ﺗﻌﺘﱪ ﺿﻤﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻲ ﺗﺴﺘﻄﻴﻊ ﺍﳌﻨﻈﻤﺔ‬
‫ﻣﻦ ﺧﻼﳍﺎ ﺧﻠﻖ ﺍﻟﻘﻴﻤﺔ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﻻ ﺗﻜﻤﻦ ﻓﻘﻂ ﺑﺎﻣﺘﻼﻙ ﺍﳌﻌﺮﻓﺔ‬
‫ﺑﺤﺪ ﺫﺍﲥﺎ ﺇﻧﲈ ﻋﻨﺪ ﺗﻄﺒﻴﻘﻬﺎ) ﹺ‪.(٣)(Applied Knowledge‬‬
‫ﺗﺘﻮﺟﺖ ﻛﺎﻓﺔ ﻫﺬﻩ ﺍﳉﻬﻮﺩ ﺍﻟﺮﺍﻣﻴﺔ ﻟﻼﻫﺘﲈﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺑﺜﻼﺙ‬
‫ﺣﻮﺍﺩﺙ‪ ،‬ﺃﻭﳍﺎ ﻋﺎﻡ ‪ ١٩٩٠‬ﻋﻨﺪﻣﺎ ﺃﻃﻠﻖ )‪ (Ralph Stayer‬ﻣﺪﻳﺮ ﴍﻛﺔ‬
‫ﺟﻮﻧﺴﻮﻥ ﻓﻴﲇ ﻟﻸﻃﻌﻤﺔ ﻷﻭﻝ ﻣﺼﻄﻠﺢ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ ،‬ﻭﺍﻟﺬﻱ‬

‫)‪ (١‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٥٨‬‬

‫)‪ (٢‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.١٦١-١٦٠‬‬
‫‪(3) Jay F. Nunamaker., &Nicholas C.Romano, Increasing Intellectual‬‬
‫‪Bandwidth: Genera"ng Value from Intellectual Capital with Informa"on‬‬
‫‪Technology, Group Decision & Nego"a"on, 2002, p p6970-.‬‬

‫‪14‬‬
‫‪‬‬

‫ﺃﻛﺪ ﻓﻴﻪ ﻋﲇ ﺃﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻗﺪ ﺣﻞ ﳏﻞ ﺍﳌﺼﺎﺩﺭ ﺍﻟﻄﺒﻴﻌﻴﺔ‬

‫ﻭﺍﻟﻨﻘﺪﻳﺔ ﻭﺍﳌﻮﺟﻮﺩﺍﺕ ﺍﻟﺜﺎﺑﺘﺔ‪ ،‬ﻭﺃﺻﺒﺢ ﻳﻌﺪ ﺃﻫﻢ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺜﺮﻭﺓ ﺍﻟﻮﻃﻨﻴﺔ‬
‫ﻭﺃﻋﲇ ﻣﻮﺟﻮﺩﺍﺕ ﺍﻟﴩﻛﺎﺕ)‪.(١‬‬
‫ﻛﲈ ﻧﴩ )‪ (stewart‬ﻋﺎﻡ ‪ ١٩٩١‬ﻣﻘﺎﻝ ﺑﻌﻨﻮﺍﻥ ”ﺍﻟﻘﻮﺓ ﺍﻟﺬﻫﻨﻴﺔ“ ﺗﺄﻛﻴﺪ ﹰﺍ‬
‫ﻋﲇ ﺃﳘﻴﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺗﺰﺍﻣﻦ ﺫﻟﻚ ﻣﻊ ﺗﻌﻴﲔ )‪(Leif Edvinsson‬‬
‫ﻛﺄﻭﻝ ﻣﺪﻳﺮ ﰲ ﺍﻟﻌﺎﱂ ﻹﺩﺍﺭﺓ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻣﻦ ﻗﺒﻞ ﴍﻛﺔ )‪(Skandia‬‬
‫ﺍﻟﺴﻮﻳﺪﻳﺔ ﳋﺪﻣﺎﺕ ﺍﻟﺘﺄﻣﲔ ﻭﺍﳌﺎﻟﻴﺔ)‪.(٢‬‬
‫ﻭﰲ ﻣﻨﺘﺼﻒ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﴩﻳﻦ‪ ،‬ﺑﺪﺃﺕ ﺍﳉﻬﻮﺩ ﺍﻟﺒﺤﺜﻴﺔ‬
‫ﺗﺘﻜﺜﻒ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ“ ﺍﳌﻌﺮﰲ“ ﰲ ﳏﺎﻭﻟﺔ ﻹﳚﺎﺩ‬
‫ﻣﻔﻬﻮﻡ ﻭﺗﺼﻮﺭ ﻣﺸﱰﻙ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻧﻈﺮﻳ ﹰﺎ ﻭﻋﻤﻠﻴ ﹰﺎ‪.‬‬
‫ﰲ ﻋﺎﻡ ‪ ١٩٩٣‬ﺍﻫﺘﻤﺖ ﴍﻛﺔ )‪ (Don- Chemical‬ﰲ ﺗﻄﻮﻳﺮ ﺍﻷﺭﺑﺎﺡ‬
‫ﻭﺍﳌﻨﺎﻓﻊ ﺍﳉﺪﻳﺪﺓ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﻭﰲ ﻋﺎﻡ ‪ ١٩٩٥‬ﻋﻘﺪ ﺍﺟﺘﲈﻉ ﺑﻌﻨﻮﺍﻥ ”ﺇﺩﺍﺭﺓ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ“ ﰲ‬
‫ﺍﻟﺴﻮﻳﺪ ﺗﺮﺃﺳﻪ )‪ (Edvinsson‬ﺗﻀﻤﻦ ﻫﺬﺍ ﺍﻻﺟﺘﲈﻉ ﺍﻻﺗﻔﺎﻕ ﻋﲇ ﺗﻌﺮﻳﻒ‬
‫ﳌﺼﻄﻠﺢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ ،‬ﻭﲢﺪﻳﺪ ﻋﻨﺎﴏﻩ ﻭﻃﺮﻕ ﺣﺴﺎﺑﻪ)‪ ،(٣‬ﻭﰲ‬
‫ﺍﻟﻌﺎﻡ ﺫﺍﺗﻪ ‪ ١٩٩٥‬ﺻﺪﺭ ﺃﻭﻝ ﺗﻘﺮﻳﺮ ﺳﻨﻮﻱ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻣﻦ ﴍﻛﺔ‬

‫)‪ (١‬ﳏﻤﻮﺩ ﺃﺑﻮ ﺍﻟﻮﻓﺎ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ ،‬ﻣﺘﺎﺡ ﻋﲇ ﺍﻟﺮﺍﺑﻂ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪h p://www.balagh.com/mosha/skol18!,html‬‬
‫)‪ (٢‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٦١‬‬
‫)‪ (٣‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﲪﺪ ﺻﺎﻟﺢ‪ ،‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ‪.١٦٩‬‬

‫‪15‬‬
 ‫‪‬‬

‫)‪ (Skandia‬ﺍﻟﺴﻮﻳﺪﻳﺔ)‪.(١‬‬
‫ﻭﰲ ﻋﺎﻡ ‪ ١٩٩٦‬ﻋﻘﺪ ﻣﺆﲤﺮ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ ،‬ﻭﻛﺎﻧﺖ ﺇﺣﺪﻱ‬
‫ﺗﻮﺻﻴﺎﺗﻪ ﴐﻭﺭﺓ ﺗﺒﻨﻲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻟﻴﺼﺒﺢ ﺑﻤﺜﺎﺑﺔ ﺍﳌﺮﺗﻜﺰ ﻟﻠﺘﻘﺎﺭﻳﺮ‬
‫ﺍﻟﺴﻨﻮﻳﺔ ﻟﻠﻤﻨﻈﲈﺕ ﺍﳊﺪﻳﺜﺔ)‪.(٢‬‬
‫ﻛﲈ ﻃﻮﺭ ﺍﻟﺒﺎﺣﺜﻮﻥ ﰲ ﺍﻟﻌﺎﻡ ﺫﺍﺗﻪ ‪ ١٩٩٦‬ﻧﻤﻮﺫﺝ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪،‬‬
‫ﺍﺣﺘﻮﻱ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻋﲇ ﺛﻼﺛﺔ ﻋﻨﺎﴏ ﺭﺋﻴﺴﻴﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﻫﻲ‪:‬‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﺭﺃﺱ ﻣﺎﻝ ﺍﻟﺰﺑﻮﻥ‪.‬‬
‫ﻭﻗﺪ ﻃﺮﺡ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻣﻦ ﺟﺎﻧﺐ )‪ (Sullivan‬ﻭ )‪ (Gordon‬ﺃﺛﻨﺎﺀ‬
‫ﻋﻤﻠﻬﲈ ﰲ ﴍﻛﺔ ) ‪ (Skandia‬ﻭﴍﻛﺔ )‪.(Dow- Chemicals‬‬
‫ﻭﰲ ﻋﺎﻡ ‪ ،١٩٩٧‬ﺗﻢ ﺗﻨﺎﻭﻝ ﻣﻮﺿﻮﻉ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﺑﺸﻰﺀ ﻣﻦ‬
‫)‪Intellectual capital: The‬‬ ‫ﺍﻟﺘﻔﺼﻴﻞ ﻭﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺒﺤﺚ ﰲ ﻛﺘﺎﺏ‬
‫‪ (New Wealth of Organiza‬ﳌﺆﻟﻔﻪ )‪.(Thomasa. Stewart‬‬ ‫‪on‬‬

‫ﻭﻗﺎﻣﺖ ﻣﺪﺭﺳﺔ )ﺳﺘﲔ( ﻟﻺﺩﺍﺭﺓ ﰲ ﺟﺎﻣﻌﺔ ﻧﻴﻮﻳﻮﺭﻙ ﺑﺘﺄﺳﻴﺲ ﻣﺮﻛﺰ‬

‫ﻹﺩﺍﺭﺓ ﺍﳌﻮﺟﻮﺩﺍﺕ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﲠﺪﻑ ﺍﻟﻜﺸﻒ ﻋﻨﻬﺎ ﻭﺗﻘﻴﻴﻤﻬﺎ‪ .‬ﻭﰲ‬
‫ﻋﺎﻡ ‪ ١٩٩٨‬ﻗﺎﻣﺖ )‪ (٢٣‬ﴍﻛﺔ ﰲ ﺇﺳﺒﺎﻧﻴﺎ ﺑﺘﺄﺳﻴﺲ ﻧﺎﺩﻱ ﺳﻤﻲ )ﺍﻟﻨﺎﺩﻱ‬
‫ﺍﻟﻔﻜﺮﻱ( )‪ (Intellect Club‬ﻭﻛﺎﻥ ﺍﳍﺪﻑ ﻣﻨﻪ ﻭﺻﻨﻊ ﻣﻘﻴﺎﺱ ﻟﺮﺃﺱ ﺍﳌﺎﻝ‬

‫)‪ (١‬ﻓﺎﻃﻤﺔ ﻋﲇ ﺍﻟﺮﺑﺎﺑﻌﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٧‬‬

‫)‪ (٢‬ﺑﺴﺎﻡ ﻋﺒﺪ ﺍﻟﺮﲪﺎﻥ ﻳﻮﺳﻒ‪ ،‬ﺃﺛﺮ ﺗﻘﻨﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﰲ ﲢﻘﻴﻖ ﺍﻷﺩﺍﺀ‬
‫ﺍﳌﺘﻤﻴﺰ‪ ،‬ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﻩ‪ ،‬ﻛﻠﻴﺔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻮﺻﻞ‪ ،٢٠٠٥ ،‬ﺹ‪.٣٦‬‬

‫‪16‬‬
‫‪‬‬

‫ﺍﻟﻔﻜﺮﻱ ﻭﺗﻄﻮﻳﺮ ﻃﺮﻕ ﻣﻨﺎﺳﺒﺔ ﻟﺘﻘﻴﻴﻢ ﺍﳌﻮﺟﻮﺩﺍﺕ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‪.‬‬

‫ﺃﻣﺎ ﰲ ﻋﺎﻡ ‪ ١٩٩٩‬ﻓﻘﺪ ﺷﻬﺪ ﺍﻧﻌﻘﺎﺩ ﺍﻟﻨﺪﻭﺓ ﺍﻟﺪﻭﻟﻴﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﻟﻔﻜﺮﻱ ﰲ ﺍﻣﺴﱰﺩﺍﻡ‪ ،‬ﻭﺗﺮﻛﺰﺕ ﺟﻬﻮﺩﻫﺎ ﺣﻮﻝ ﻣﻨﺎﻗﺸﺔ ﺃﻫﺪﺍﻑ ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪ ،‬ﻭﺍﲡﺎﻫﺎﺗﻪ ﻭﻃﺮﻕ ﻗﻴﺎﺳﻪ ﻭﻣﺴﺘﻮﻳﺎﺗﻪ ﻭﺃﺑﻌﺎﺩﻩ“)‪.(١‬‬
‫ﻭﺗﻮﺍﻟﺖ ﺑﻌﺪ ﺫﻟﻚ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺎﺕ ﻭﺍﻷﺑﺤﺎﺙ ﺣﻮﻝ ﺃﳘﻴﺔ‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺩﻭﺭﻩ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﲢﻘﻴﻖ ﺭﺑﺤﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ‬
‫ﻭﻧﺠﺎﺣﻬﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﻛﻴﻔﻴﺔ ﺇﺩﺍﺭﺓ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﻃﺮﻕ ﻗﻴﺎﺳﻪ“‪.‬‬
‫ﻭﺗﺄﺳﻴﺴ ﹰﺎ ﻋﲇ ﻛﺎﻓﺔ ﻫﺬﻩ ﺍﳉﻬﻮﺩ ”ﺃﻧﻔﺔ ﺍﻟﺬﻛﺮ“ ﺑﺬﻟﺖ ﳏﺎﻭﻻﺕ ﻹﳚﺎﺩ‬
‫ﻧﻈﺮﻳﺔ ﻋﺎﻣﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ ،‬ﻋﺮﻓﻬﺎ )‪ ” (Griffiths‬ﺑﺄﳖﺎ ﳎﻤﻮﻋﺔ‬
‫ﻣﻦ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﻋﲇ ﺃﺳﺎﺳﻬﺎ ﺍﺳﺘﻨﺒﺎﻁ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻮﺍﻧﲔ‬
‫ﻭﺍﳌﺒﺎﺩ￯ﺀ“‪.‬‬
‫ﺟﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻧﻪ ﻧﻈﺮ ﹰﺍ ﺇﱄ ﺃﻥ ﺍﳌﺤﺎﻭﻻﺕ ﺍﳌﺒﻜﺮﺓ ﻟﻈﻬﻮﺭ ﻣﻔﻬﻮﻡ ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﺍﻋﺘﻤﺪﺕ ﻋﲇ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺩﻓﻊ ﺫﻟﻚ ﺍﻷﻣﺮ ﺇﱄ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻣﻔﻬﻮﻣﻲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻛﻤﻔﻬﻮﻣﲔ‬
‫ﻣﱰﺍﺩﻓﲔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻗﺎﻣﺖ ﺑﻪ ﺑﺎﻟﻔﻌﻞ ﺍﳌﺠﻤﻮﻋﺔ ﺍﻟﻜﻨﺪﻳﺔ ﺍﳌﺸﱰﻛﺔ ﻛﺮﺍﺋﺪﺓ‬
‫ﻟﻠﻤﻌﺮﻓﺔ ﻭﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ‪ ،‬ﺣﻴﺚ ﺍﺳﺘﺨﺪﻣﺖ ﻣﺼﻄﻠﺢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﺑﺪﻻﹰ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪.‬‬

‫)‪ (١‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٦٤‬‬

‫‪17‬‬
 ‫‪‬‬

‫‪Ô„br€a@szj‡€a‬‬
‫‪Ԝ仇€a@fib‡€a@êcä€@Ô‡ÓÁb–‡€a@›Óïdn€a‬‬

‫‪NԜ仇€a@fib‡€a@êcâ@‚ÏË–fl@Z¸Ć Îc‬‬
‫ﻳﻌﺪ ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺮﻛﺒﺔ‪ ،‬ﺣﻴﺚ ﺃﻧﻪ ﻳﺸﺘﻤﻞ‬
‫ﻋﲇ ﻣﻔﻬﻮﻣﲔ ﺭﺋﻴﺴﻴﲔ‪ ،‬ﳘﺎ )ﺭﺃﺱ ﺍﳌﺎﻝ‪ ،‬ﻭﺍﳌﻌﺮﻓﺔ(‪ ،‬ﻳﻌﺮﺽ ﳍﲈ ﺍﻟﻜﺎﺗﺐ‬
‫ﺑﺸﺊ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﻹﺩﺭﺍﻙ ﺍﳌﻌﻨﻲ ﺍﻟﻜﲇ ﻟـ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺫﻟﻚ ﻋﲇ‬
‫ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ (١‬ﺍﳌﻘﺼﻮﺩ ﺑﺮﺃﺱ ﺍﳌﺎﻝ‪.‬‬
‫ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻳﻘﺼﺪ ﺑﺮﺃﺱ ﺍﳌﺎﻝ ” ﳎﻤﻮﻋﺔ ﺍﻷﻣﻮﺍﻝ‬
‫ﻭﺍﳌﻮﺍﺩ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻹﻧﺸﺎﺀ ﻧﺸﺎﻁ ﺍﻗﺘﺼﺎﺩﻱ ﺃﻭ ﲡﺎﺭﻱ ﻟﺰﻳﺎﺩﺓ‬
‫ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﻤﻞ ﺍﻹﻧﺴﺎﻧﻰ“‪.‬‬
‫ﻭﻳﻘﺴﻢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺇﱄ‪:‬‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺜﺎﺑﺖ ﻭﻫﻲ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻲ ﻻ ﺗﺘﻐﲑ ﻭﻻ ﺗﺪﺧﻞ ﰲ ﺍﻟﺘﺒﺎﺩﻝ‬
‫ﺍﻟﺘﺠﺎﺭﻱ ﺃﻭ ﺍﻻﺳﺘﻬﻼﻙ ﺿﻤﻦ ﺩﻭﺭﺍﺕ ﺍﻹﻧﺘﺎﺝ ﻭﻣﻦ ﺃﻫﻢ ﺃﻣﺜﻠﺘﻪ‪،‬‬
‫)ﺍﻷﺭﺽ‪ ،‬ﺍﳌﻨﺸﺂﺕ‪ ،‬ﺍﻵﻻﺕ‪.(.......‬‬

‫‪18‬‬
‫‪‬‬

‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺘﺤﺮﻙ ﻫﻮ ﻛﻞ ﺍﳌﻮﺍﺩ ﻭﺍﻟﺴﻠﻊ ﺍﻟﺘﻲ ﺗﺪﺧﻞ ﰲ ﺍﻹﻧﺘﺎﺝ ﻭﳍﺎ‬

‫ﻗﻴﻤﺔ ﻣﺒﺎﴍﺓ ﰲ ﻗﻴﻤﺔ ﺍﻟﺴﻠﻌﺔ ﺍﳌﻨﺘﺠﺔ ﻭﺑﺸﻜﻞ ﳐﺘﴫ ﻫﻮ ﻛﻞ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻲ ﺗﺪﺧﻞ‬
‫ﰲ ﺩﻭﺭﺓ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻣﺘﺠﺪﺩﺓ‪ ،‬ﻭﺃﻫﻢ ﺃﻣﺜﻠﺘﻪ‪) ،‬ﺍﳌﻮﺍﺩ ﺍﳋﺎﻡ‪ ،‬ﺍﻷﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ(‪.‬‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻜﲇ ﻭﻫﻮ ﻗﻴﻤﺔ ﻛﺎﻓﺔ ﺍﳌﻮﺍﺩ ﻭﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻷﺩﻭﺍﺕ ﻭﺍﻷﻳﺪﻱ‬
‫ﺍﻟﻌﺎﻣﻠﺔ ﺍﻟﺜﺎﺑﺘﺔ ﻭﺍﳌﺘﺤﺮﻛﺔ ﺍﻟﻼﺯﻣﺔ ﻹﻧﺘﺎﺝ ﺩﻭﺭﺓ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻛﺎﻣﻠﺔ ﻭﺍﻟﺪﻭﺭﺓ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻫﻰ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻹﻋﺎﺩﺓ ﲡﺪﻳﺪ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺘﺤﺮﻙ“)‪.(١‬‬
‫ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﳌﺤﺎﺳﺒﻴﺔ‪ ،‬ﻳﻘﺼﺪ ﺑﺮﺃﺱ ﺍﳌﺎﻝ ” ﳎﻤﻮﻉ ﺍﻟﻘﻴﻢ ﺍﻟﻨﻘﺪﻳﺔ‬
‫ﻷﺻﻮﻝ ﺍﳌﴩﻭﻉ ﻣﻄﺮﻭﺣ ﹰﺎ ﻣﻨﻬﺎ ﺣﻘﻮﻕ ﺍﻟﻐﲑ ﻋﲇ ﻫﺬﻩ ﺍﻷﺻﻮﻝ“‪.‬‬
‫ﻭﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪ ،‬ﻳﻘﺼﺪ ﺑﺮﺃﺱ ﺍﳌﺎﻝ ”ﳎﻤﻮﻋﺔ ﺍﳊﻘﻮﻕ ﺍﻟﺘﻲ‬
‫ﺗﻜﻮﻥ ﻟﺸﺨﺺ ﻋﲇ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻣﻮﺍﻝ ﻛﺤﻖ ﺍﻟﺪﺍﺋﻨﻴﺔ ﺃﻭ ﺣﻖ ﺍﳌﻠﻜﻴﺔ ﺃﻭ‬
‫ﺣﻖ ﺍﳌﺴﺎﻫﻢ ﰲ ﴍﻛﺔ ﺍﳌﺴﺎﳘﺔ ﻓﻜﻞ ﻣﺴﺎﻫﻢ ﻳﻤﻠﻚ ﺟﺰﺀ ﹰﺍ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﻭﺟﺰﺀ ﹰﺍ ﻣﻦ ﺍﻷﺭﺑﺎﺡ‪ ،‬ﻭﻳﺘﻀﺢ ﻣﻦ ﺫﻟﻚ ﺃﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻘﺎﻧﻮﲏ ﻳﺴﺘﻤﺪ‬
‫ﻭﺟﻮﺩﻩ ﻣﻦ ﺗﻨﻈﻴﻢ ﻗﺎﻧﻮﲏ ﻳﺴﻤﺢ ﺑﻘﻴﺎﻡ ﺍﳊﻘﻮﻕ ﻋﲇ ﺍﻷﻣﻮﺍﻝ ﺑﻄﺮﻳﻖ ﻣﺒﺎﴍ‬
‫ﺃﻭ ﺑﻄﺮﻳﻖ ﻏﲑ ﻣﺒﺎﴍ‪ .‬ﻭﻳﺴﻤﺢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻘﺎﻧﻮﲏ ﻟﺼﺎﺣﺒﻪ ﺍﳊﺼﻮﻝ ﻋﲇ‬
‫ﺩﺧﻞ ﺑﺪﻭﻥ ﻋﻤﻞ)‪.(٢‬‬
‫‪ (٢‬ﺍﳌﻘﺼﻮﺩ ﺑﺎﳌﻌﺮﻓﺔ‪:‬‬
‫ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺼﻔﻮﻓﻴﺔ‪ ،‬ﺣﻴﺚ ﺃﳖﺎ ﺗﺄﰐ ﻧﺘﺎﺟ ﹰﺎ ﳌﺼﻔﻮﻓﺔ‬
‫‪(1) hp://ar.wikipedia.org/wiki/%D8%B1%D8%A3%D8%B3_%D985%%‬‬
‫‪D8%A7%D984%‬‬
‫‪(2) hp://www.starmes.com/f.aspx?t=32467303‬‬

‫‪19‬‬
 ‫‪‬‬

‫ﻣﺘﺘﺎﻟﻴﺔ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺘﺪﺍﺧﻠﺔ‪ .‬ﻭﺗﻌﻨﻲ ﺍﳌﻌﺮﻓﺔ ﺍﻹﺩﺭﺍﻙ ﻭﺍﻟﻔﻬﻢ ﻭﺍﻟﺘﻌﻠﻢ‪،‬‬

‫ﻭﺗﺮﺗﺒﻂ ﺑﺤﺎﻟﺔ ﺃﻭ ﻭﺍﻗﻊ‪ ،‬ﺃﻭ ﺟﺎﻧﺐ‪ ،‬ﺃﻭ ﻣﺸﻜﻠﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺍﺳﺘﻨﺎﺩ ﹰﺍ ﺇﱄ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﺘﻮﺍﻓﺮﺓ ﻭﺍﳌﺘﺼﻠﺔ ﲠﺎ‪ ،‬ﻭﻋﻠﻴﻪ ﻻﺑﺪ ﻣﻦ ﺍﻟﺘﻤﻴﻴﺰ‬
‫ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﳍﺎ ﻋﻼﻗﺔ ﻣﺒﺎﴍﺓ ﻣﻌﻬﺎ ﻭﺗﺘﻴﺢ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ‪.‬‬
‫‪pb„bÓj€a‬‬
‫ﻫﻲ ﺍﳌﻮﺍﺩ ﺍﳋﺎﻡ ﺍﻟﺘﻲ ﻳﺘﻢ ﲡﻤﻴﻌﻬﺎ ﻭﻣﻌﺎﳉﺘﻬﺎ ﻭﻣﺮﺍﺟﻌﺘﻬﺎ ﻷﺟﻞ ﺇﻧﺘﺎﺝ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻫﻲ ﲤﺜﻞ ﺍﳌﺪﺧﻼﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻫﻲ ﺗﻌﱪ‬
‫ﻋﻦ ﺃﺣﺪﺍﺙ ﻭﺗﺪﻓﻘﺎﺕ ﻣﺎﺩﻳﺔ ﻟﻠﻌﻤﻠﻴﺎﺕ ﻭﺍﻷﺣﺪﺍﺙ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﺘﻲ‬
‫ﲤﺎﺭﺳﻬﺎ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳌﻨﺸﺂﺕ ﻭﻗﺪ ﻳﻌﱪ ﻋﻨﻬﺎ ﺇﻣﺎ ﰲ ﺷﻜﻞ ﺃﺭﻗﺎﻡ ﺃﻭ‬
‫ﺣﻘﺎﺋﻖ ﺃﻭ ﺭﻣﻮﺯ ﺃﻭ ﺃﺷﻜﺎﻝ ﺃﻭ ﰲ ﺃﻱ ﺻﻮﺭﺓ ﳎﺘﻤﻌﺔ ﺑﻌﻀﻬﺎ ﺃﻭ ﻛﻠﻬﺎ)‪.(١‬‬
‫ﻟﺘﺤﻮﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱄ ﻣﻌﻠﻮﻣﺎﺕ ﻳﺘﻄﻠﺐ ﺫﻟﻚ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﻃﺮﻳﻖ‬
‫ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎﻭﺗﺴﺠﻴﻠﻬﺎ ﺛﻢ ﻣﺮﺍﺟﻌﺘﻬﺎ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻣﻄﺎﺑﻘﺘﻬﺎ ﻣﻊ ﺍﳌﺼﺎﺩﺭ‬
‫ﺛﻢ ﺗﺼﻨﻴﻔﻬﺎ ﺇﱄ ﳎﻤﻮﻋﺔ ﺃﻭ ﻓﺌﺎﺕ ﻣﺘﺠﺎﻧﺴﺔ ﻭﻓﻘ ﹰﺎ ﳌﻌﻴﺎﺭ ﻣﻌﲔ‪ ،‬ﺣﻴﺚ ﻳﻮﺟﺪ‬
‫ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻌﺎﻳﲑ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﺜﻞ ﺗﺼﻨﻴﻒ ﺍﳌﺴﺘﻬﻠﻜﲔ ﺑﺤﺴﺐ‬
‫ﻣﻨﻄﻘﺔ ﺟﻐﺮﺍﻓﻴﺔ ﺃﻭ ﺇﻗﻠﻴﻤﻴﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﳚﺮﻱ ﺍﻟﺘﺼﻨﻴﻒ ﻋﺎﺩﺓ ﻋﲇ ﺃﺳﺎﺱ ﻧﻈﺎﻡ‬
‫ﺗﺮﻣﻴﺰ )‪ (Coding System‬ﻗﺪ ﻳﻜﻮﻥ ﺭﻗﻤﻴ ﹰﺎ ﺃﻭ ﺣﺮﻓﻴ ﹰﺎ ﺃﻭ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻮﻋﲔ‬

‫)‪ (١‬ﺣﺴﲔ ﻋﺒﺪ ﺍﳉﻠﻴﻞ ﺁﻝ ﻏﺰﻭﻱ‪ ،‬ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺤﺎﺳﺒﻴﺔ‪ ،‬ﺭﺳﺎﻟﺔ‬
‫ﺩﻛﺘﻮﺭﺍﺓ‪ ،‬ﻛﻠﻴﺔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺪﻧﲈﺭﻙ‪ ،٢٠١٢ ،‬ﺹ‪.٥‬‬

‫‪20‬‬
‫‪‬‬

‫ﻣﻌ ﹰﺎ ﺑﺤﺴﺐ ﻧﻮﻋﻴﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺛﻢ ﻳﺘﻢ ﺩﻣﺞ ﳎﻤﻮﻋﺔ ﻣﻦ ﻋﻨﺎﴏ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﻭﲨﻌﻬﺎ ﻟﻜﻲ ﺗﺘﻮﺍﻓﻖ ﻣﻊ ﺍﺣﺘﻴﺎﺟﺎﺕ ﻣﺴﺘﺨﺪﻣﻴﻬﺎ ﺛﻢ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﳌﻨﻄﻘﻴﺔ ﻟﺘﻘﺪﻳﻢ ﺑﻴﺎﻧﺎﺕ ﺟﺪﻳﺪﺓ ﻭﻣﻔﻴﺪﺓ ﻟﻠﻤﺴﺘﺨﺪﻡ ﻭﺑﻌﺪ ﺫﻟﻚ‬
‫ﻳﺘﻢ ﺣﻔﻆ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱄ ﻭﻗﺖ ﺍﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺗﺆﺛﺮ ﺍﻟﻮﺳﻴﻠﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ‬
‫ﺣﻔﻆ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﲇ ﻃﺮﻳﻘﺔ ﺍﺳﱰﺟﺎﻋﻬﺎ ﻭﻛﻔﺎﺀﺓ ﺍﻻﺳﱰﺟﺎﻉ‪ ،‬ﺛﻢ ﻳﺘﻢ ﺑﻌﺪ‬
‫ﺫﻟﻚ ﺗﻘﺪﻳﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺸﻜﻞ ﻳﻤﻜﻦ ﺃﻥ ﻳﻔﻬﻤﻬﺎ ﻭ ﻳﺴﺘﺨﺪﻣﻬﺎ ﻣﻦ ﻳﻄﻠﺒﻬﺎ ﻭﻗﺪ‬
‫ﻳﺘﻢ ﺗﻘﺪﻳﻤﻬﺎ ﻋﲇ ﺷﻜﻞ ﺗﻘﺮﻳﺮ ﻣﻜﺘﻮﺏ ﺃﻭ ﻋﲇ ﺷﻜﻞ ﺭﺳﻮﻣﺎﺕ ﺑﻴﺎﻧﻴﺔ ﺃﻭ‬
‫ﻫﻨﺪﺳﻴﺔ ﺃﻭ ﻳﺘﻢ ﻋﺮﺿﻬﺎ ﻋﲇ ﺷﺎﺷﺔ ﺍﳊﺎﺳﻮﺏ ﻣﺒﺎﴍﺓ)‪.(١‬‬
‫‪pbflÏ‹»‡€a‬‬
‫ﺗﻌﺮﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﲇ ﺃﳖﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻰ ﲤﺖ ﻣﻌﺎﳉﺘﻬﺎ ﺑﺤﻴﺚ‬
‫ﺃﺻﺒﺤﺖ ﺫﺍﺕ ﻣﻌﻨﻲ ﻭﺑﺎﺗﺖ ﻣﺮﺗﺒﻄﺔ ﺑﺴﻴﺎﻕ ﻣﻌﲔ)‪ ،(٢‬ﻛﲈ ﺗﻌﺮﻑ ﺑﺄﳖﺎ‬
‫”ﺍﳌﻨﺘﺞ ﺍﻟﻨﻬﺎﺋﻲ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻨﺎﺗﺞ ﻣﻦ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﻡ‬
‫ﻭﺗﺴﺘﺨﺪﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ –ﻻ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻳﺴﺘﻨﺪ ﺇﻟﻴﻬﺎ ﺍﳌﺴﺘﺨﺪﻣﻮﻥ‬
‫ﺍﳌﺨﺘﻠﻔﻮﻥ ﻋﻨﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﻭﻧﻈﺮ ﹰﺍ ﻟﺰﻳﺎﺩﺓ ﺣﺠﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻡ ﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺍﻟﻄﻠﺐ‬
‫ﻋﲇ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺯﻳﺎﺩﺓ ﺣﺠﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﺗﺰﺍﻳﺪ ﰲ ﺍﻟﺴﻨﻮﺍﺕ‬

‫‪(1) - hp://ar.wikipedia.org/wiki/%D8%A8%D98%A%D8%A7%D986%%‬‬
‫‪D8%A7%D8%AA‬‬
‫‪(2) hp://ar.wikipedia.org/wiki/%D985%%D8%B9%D984%%D988%%D9‬‬
‫‪85%%D8%A9‬‬

‫‪21‬‬
 ‫‪‬‬

‫ﺍﻷﺧﲑﺓ ﺍﻻﻋﺘﲈﺩ ﻋﲇ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ ﳌﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻳﻌﺘﱪ‬

‫ﺍﳊﺎﺳﺐ ﺍﻵﻥ ﺃﺣﺪ ﺍﳌﻜﻮﻧﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺬﻱ ﻻ ﻳﻤﻜﻦ‬
‫ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻨﻪ‪ ،‬ﻭﺗﺮﺟﻊ ﺃﳘﻴﺘﻪ ﺇﱄ ﻗﺪﺭﺗﻪ ﻋﲇ ﻣﻌﺎﳉﺔ ﻛﻤﻴﺎﺕ ﻛﺒﲑﺓ ﻣﻦ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻣﻌﺎﳉﺔ ﺍﻟﻨﲈﺫﺝ ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍﳌﻌﻘﺪﺓ ﺑﴪﻋﺔ ﻭﺑﺪﻗﺔ ﻭﺑﺘﻜﻠﻔﺔ ﺃﻗﻞ‬
‫ﺑﻜﺜﲑ ﻣﻦ ﺗﻜﺎﻟﻴﻒ ﺍﻟﻨﻈﻢ ﺍﻟﻴﺪﻭﻳﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ)‪.(١‬‬
‫‪ڜ仇€a‬‬
‫ﺗﻌﺪﺩﺕ ﻭﺗﻨﻮﻋﺖ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﳌﻮﺿﺤﺔ ﳌﻔﻬﻮﻡ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﱂ ﻳﺘﻢ‬
‫ﺍﻟﺘﻮﺻﻞ ﺇﱄ ﺗﻌﺮﻳﻒ ﳏﺪﺩ ﻣﺘﻔﻖ ﻋﻠﻴﻪ ﳌﻔﻬﻮﻡ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﻦ ﻫﺬﻩ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ‬
‫ﺍﳌﺄﺧﻮﺫ ﲠﺎ“ ﻣﻦ ﻳﺼﻒ ﺍﳌﻌﺮﻓﺔ ﺑﺄﳖﺎ ﻋﺒﺎﺭﺓ ﻋﻦ ) ﻣﻌﻠﻮﻣﺎﺕ ﻣﻌﺎﳉﺔ‬
‫ﻭﻣﻔﻬﻮﻣﺔ ﻳﻤﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﻣﻌﺎﳉﺔ ﺍﳌﺸﻜﻼﺕ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍﻻﺳﺘﺠﺎﺑﺔ ﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻐﻴﲑ ﺍﻟﴪﻳﻊ ﰲ‬
‫ﺍﻟﺒﻴﺌﺔ ﺍﳌﺤﻴﻄﺔ ﺑﺎﳌﻨﻈﻤﺔ“)‪.(٢‬‬
‫ﻭﻫﻨﺎﻙ ﻣﻦ ﻳﺮﻱ ﺑﺄﻥ ﺍﳌﻌﺮﻓﺔ ”ﻣﺰﻳﺞ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻘﻮﺍﻋﺪ‬
‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﻲ ﲥﺪ￯ ﺍﻷﻓﻌﺎﻝ ﻭﺍﻟﻘﺮﺍﺭﺍﺕ‪ .‬ﺃﻱ ﺑﻤﻌﻨﻲ ﺁﺧﺮ ﻫﻲ ”ﻋﺒﺎﺭﺓ‬

‫)‪ (١‬ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﻣﺒﺎﺭﻙ ﻭﻟﻄﻔﻲ ﺍﻟﺮﻓﺎﻋﻲ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺤﺎﺳﺒﻴﺔ ﻣﺪﺧﻞ ﺭﻗﺎﰊ‪،‬‬
‫ﺍﺻﺪﺭﺍﺕ ﺍﳉﻤﻌﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻟﻠﻤﺤﺎﺳﺒﺔ‪ ،‬ﺍﻹﺻﺪﺍﺭ ﺍﻟﺘﺎﺳﻊ‪ ،‬ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،‬ﺹ‪.١١‬‬
‫)‪ ،______________ (٢‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺩﻭﺭﻫﺎ ﰲ ﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ﺍﳊﻜﻮﻣﻲ‪ ،‬ﺃﻭﺭﺍﻕ‬
‫ﻋﻤﻞ ﺍﳌﺆﲤﺮ ﺍﻟﺪﻭﱄ » ﻧﺤﻮ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﰲ ﺍﻟﻘﻄﺎﻉ ﺍﳊﻜﻮﻣﻲ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﻔﱰﺓ ﻣﻦ ‪١‬ﺇﱄ‬
‫‪ ٤‬ﻧﻮﻓﻤﱪ ‪ ،٢٠٠٩‬ﺹ‪.٧‬‬

‫‪22‬‬
‫‪‬‬

‫ﻋﻦ ﻣﻌﻠﻮﻣﺎﺕ ﳑﺘﺰﺟﺔ ﺑﺎﻟﺘﺠﺮﺑﺔ‪ ،‬ﻭﺍﳊﻘﺎﺋﻖ ﻭﺍﻷﺣﻜﺎﻡ ﻭﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﻳﻌﻤﻞ‬

‫ﺑﻌﻀﻬﺎ ﻣﻊ ﺑﻌﺾ ﻛﱰﻛﻴﺐ ﻓﺮﻳﺪ ﻳﺴﻤﺢ ﻟﻸﻓﺮﺍﺩ ﻭﺍﳌﻨﻈﲈﺕ ﺑﺨﻠﻖ ﺃﻭﺿﺎﻉ‬
‫ﺟﺪﻳﺪﺓ ﻭﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﲑ“)‪.(١‬‬
‫ﻭﻟﻘﺪ ﻋﺮﻑ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﴩﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺴﻨﺔ ‪ ،٢٠٠٢‬ﺍﳌﻌﺮﻓﺔ‬
‫ﻋﲇ ﺃﳖﺎ ”ﺳﻠﻌﺔ ﺫﺍﺕ ﻣﻨﻔﻌﺔ ﻋﺎﻣﺔ ﺗﺪﻋﻢ ﺍﻻﻗﺘﺼﺎﺩﻳﺎﺕ ﻭﺍﻟﺒﻴﺌﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ‬
‫ﻭﺍﳌﺠﺘﻤﻌﺎﺕ ﻭﺗﻨﺘﴩ ﰲ ﲨﻴﻊ ﺟﻮﺍﻧﺐ ﺍﻟﻨﺸﺎﻁ ﺍﻹﻧﺴﺎﲏ“)‪.(٢‬‬
‫ﻭﻋﺮﻓﻬﺎ ﺁﺧﺮﻭﻥ ﻋﲇ ﺃﳖﺎ ”ﻫﻲ ﺍﻹﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺎﻣﻞ ﻭﺍﳌﻜﺜﻒ‬
‫ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﺘﻲ ﺗﺮﺗﺒﻂ ﺑﻘﺪﺭﺍﺕ ﺍﻹﻧﺴﺎﻥ ﺍﻷﺻﻠﻴﺔ ﻭﺍﻟﺘﻲ‬
‫ﺗﻮﻓﺮ ﻟﻪ ﺍﻹﺩﺭﺍﻙ ﻭﺍﻟﺘﺼﻮﺭ ﻭﺍﻟﻔﻬﻢ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﻳﺘﻢ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ‬
‫)‪(٣‬‬
‫ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺤﺎﻟﺔ ﻣﻌﻴﻨﺔ ﺃﻭ ﻇﺎﻫﺮﺓ ﻣﻌﻴﻨﺔ“‬
‫ﳑﺎ ﺳﺒﻖ ﻳﻤﻜﻦ ﺍﺳﺘﻨﺘﺎﺝ ﺗﻌﺮﻳﻒ ﻣﺒﺴﻂ ﻟﻠﻤﻌﺮﻓﺔ ﻋﲇ ﺃﳖﺎ ”ﺣﺼﻴﻠﺔ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺘﻲ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﺟﺮﺍﺀ‬
‫ﺍﻟﺘﻌﻠﻢ ﻭﺍﳋﱪﺓ ﺍﻟﺘﻲ ﲡﻌﻞ ﳑﻦ ﻳﻤﻠﻜﻬﺎ ﺃﻥ ﻳﺘﺠﺎﻭﺏ ﻣﻊ ﺍﳌﺴﺘﺠﺪﺍﺕ ﺍﻟﺘﻲ‬
‫ﺗﻮﺍﺟﻬﻪ ﻭﲡﻌﻠﻪ ﺃﻛﺜﺮ ﻗﺪﺭﺓ ﻋﲇ ﺍﻟﻠﻮﺻﻮﻝ ﺇﱄ ﺣﻠﻮﻝ ﺃﺣﺴﻦ ﻟﻠﻤﺸﺎﻛﻞ‬
‫ﺍﻟﺘﻲ ﺗﻘﻊ ﰲ ﳎﺎﻝ ﻣﻌﺮﻓﺘﻪ‪ ،‬ﻭﻣﻦ ﺧﻼﳍﺎ ﻳﺴﺘﻄﻴﻊ ﺗﺸﺨﻴﺺ ﺍﳌﺸﺎﻛﻞ‬
‫)‪ ،_____________ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.٨‬‬
‫)‪ (٢‬ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﴩﻳﺔ ﻟﺴﻨﺔ ‪ ،٢٠٠٢‬ﺍﳌﻜﺘﺐ ﺍﻹﻗﻠﻴﻤﻲ ﻟﻠﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﱪﻧﺎﻣﺞ‬
‫ﺍﻹﻧﲈﺋﻲ ﻟﻸﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻧﻴﻮﻳﻮﺭﻙ‪ ،‬ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪.٢٠٠٣ ،‬‬
‫)‪ (٣‬ﻓﻠﻴﺢ ﺣﺴﻦ ﺧﻠﻒ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺟﺪﺍﺭ ﻟﻠﻜﺘﺎﺏ ﺍﳊﺪﻳﺚ‪ ،‬ﻋﲈﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻃﺒﻌﺔ‬
‫‪ ،٢٠٠٧ ،١‬ﺹ‪.٧‬‬

‫‪23‬‬
 ‫‪‬‬

‫ﻭﲢﺪﻳﺪ ﺍﻟﺒﺪﺍﺋﻞ ﳍﺎ ﻭﺍﻟﻮﺻﻮﻝ ﺇﱄ ﺣﻠﻮﻝ ﺟﻴﺪﺓ“‪.‬‬

‫ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻟﻌﻨﺎﴏ ﺍﳌﺮﻛﺒﺔ ﻟﻠﻤﻌﺮﻓﺔ ﺗﺘﻤﺜﻞ ﰲ‪:‬‬
‫‪ .١‬ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫‪ .٢‬ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪ .٣‬ﺍﻟﻘﺪﺭﺍﺕ‪.‬‬
‫‪ .٤‬ﺍﻻﲡﺎﻫﺎﺕ‪.‬‬
‫ﻭﻳﻤﻜﻦ ﺗﺼﻮﺭ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﰲ‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ)‪:(١‬‬

‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺍﻟﻤﻌﺭﻓﺔ‬

‫ﻤﻭﺍﺩ ﺨﺎﻡ‪ :‬ﻗﻭﺍﺌﻡ‪،‬‬

‫ﺭﻤﻭﺯ‪ ،‬ﺃﺭﻗﺎﻡ ‪ ،‬ﺃﺴﻤﺎﺀ‬

‫ﻤﻌﺎﻟﺠﺔ ﺒﻭﺍﺴﻁﺔ‬ ‫ﻭﺳﺎﺋﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬

‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‬
‫ﺍﻟﺤﺎﺴﻭﺏ‬

‫ﻭﺗﻨﻘﺴﻢ ﺍﳌﻌﺮﻓﺔ ﺇﱄ ﺃﺭﺑﻌﺔ ﺃﻧﲈﻁ ﺃﻭ ﻣﺴﺘﻮﻳﺎﺕ ﻣﻌﺮﻓﻴﺔ ﻛﺎﻟﺘﺎﱄ‪:‬‬

‫ﻗﺎﻋﺪﺓ ﻣﻌﺮﻓﺔ ﻣﺎﺫﺍ ) ‪ :(Know- What‬ﺍﳌﻨﺒﺜﻘﺔ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﺍﻹﺩﺭﺍﻛﻴﺔ‬
‫)‪ (١‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﺩﻭﺭ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﰲ ﲢﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﺒﻨﻮﻙ‪ ،‬ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﺓ‪،‬‬
‫ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،٢٠١٢ ،‬ﺹ‪.٢٨‬‬

‫‪24‬‬
‫‪‬‬

‫)‪ (Cognive Knowledge‬ﻭﺗﺘﺠﲇ ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻟﱪﺍﻋﺔ ﺍﻟﻔﺎﺋﻘﺔ ﺣﻮﻝ‬

‫ﻗﻮﺍﻋﺪ ﲥﺬﻳﺐ ﺍﻟﺴﻠﻮﻙ ﻭﺿﺒﻄﻪ ﻣﻦ ﺧﻼﻝ ﺇﻗﺎﻣﺔ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‬
‫ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺴﺘﻤﺮ ﻭﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﳼ“‪.‬‬
‫ﻗﺎﻋﺪﺓ ﻣﻌﺮﻓﺔ ﻛﻴﻒ )‪ :(Know- How‬ﺍﳌﻨﺒﺜﻘﺔ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺘﻘﺪﻣﺔ‬
‫‪ (Advanced‬ﻭﺗﺘﺠﲇ ﰲ ﲢﻮﻳﻞ ﺗﻌﻠﻢ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻭﺍﳌﻔﺎﻫﻴﻢ‬ ‫)‪Skills‬‬
‫ﺍﳌﻄﺮﻭﺣﺔ ﰲ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺇﱄ ﻭﺍﻗﻊ ﺗﻄﺒﻴﻘﻲ ﻣﻠﻤﻮﺱ ﲠﺪﻑ‬
‫ﻗﻠﺐ ﻣﺴﺘﻮﻱ ﺍﳌﻬﺎﺭﺍﺕ ﻟﻠﻔﺮﺩ“‪.‬‬
‫ﻗﺎﻋﺪ ﻣﻌﺮﻓﺔ ﳌﺎﺫﺍ )‪ :(Know- Why‬ﻭﻫﻲ ﺗﻨﺒﻊ ﻣﻦ ﻛﻴﻔﻴﺔ ﻓﻬﻢ ﺍﻷﻧﻈﻤﺔ‬
‫‪ (Under‬ﻭﺗﺘﺠﲇ ﰲ ﺍﻟﺘﻌﻤﻴﻖ ﺑﻨﺴﻴﺞ ﺍﻟﻌﻼﻗﺎﺕ‬ ‫)‪standing Systems‬‬
‫ﺍﻟﺴﺒﺒﻴﺔ ﺑﲔ ﺍﻷﺷﻴﺎﺀ ﻭﺍﳌﻮﺍﻗﻒ‪ .‬ﻭﻳﻤﻜﻦ ﺃﻥ ﻳﺘﺤﻘﻖ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻱ ﻣﻦ ﺧﻼﻝ‬
‫ﻭﺭﺵ ﺍﻟﻌﻤﻞ ﻭﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻭﺻﻘﻞ ﺍﳌﻬﺎﺭﺍﺕ ﺑﺤﻴﺚ ﺗﺴﺎﻋﺪ ﰲ ﺍﻟﺘﺤﺮﻙ‬
‫ﺑﺸﻜﻞ ﺃﺑﻌﺪ ﻧﺤﻮ ﺇﻧﺠﺎﺯ ﺍﳌﻬﲈﺕ ﺍﻟﺘﻲ ﺗﺘﻄﻠﺐ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﻣﻌﻘﺪﺓ‪.‬‬
‫ﻗﺎﻋﺪﺓ ﺭﻋﺎﻳﺔ ﺍﻷﻓﺮﺍﺩ – ﳌﺎﺫﺍ)‪ :(Care- Why‬ﻭﻫﻲ ﺗﻨﺸﺄ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻹﺑﺪﺍﻉ ﺍﳌﺘﺤﺮﻙ ﺫﺍﺗﻴ ﹰﺎ )‪ (Self-Movated Creavity‬ﺃﻱ ﳌﺎﺫﺍ ﳖﺘﻢ‬
‫ﺑﺎﻟﻌﺎﻣﻠﲔ؟ ﻭﺗﺘﻨﺎﻭﻝ ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ﺣﺎﻻﺕ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻭﺍﻟﺪﺍﻓﻌﻴﺔ ﻟﻐﺮﺽ‬
‫ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﻟﻨﺠﺎﺡ“)‪.(١‬‬
‫)‪ (١‬ﻋﺒﺎﺱ ﺣﺴﲔ ﺟﻮﺍﺩ‪ ،‬ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﻋﲇ ﺣﺴﲔ‪ ،‬ﺃﺛﺮ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻤﻜﲔ ﰲ ﺗﻨﺸﻴﻂ‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻟﻌﻴﻨﺔ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺑﻌﺾ ﺍﳌﺼﺎﺭﻑ ﺍﻟﻌﺮﺍﻗﻴﺔ‬
‫ﺍﳋﺎﺻﺔ‪ ،‬ﻣﺘﺎﺡ ﻋﲇ ﺍﻟﺮﺍﺑﻂ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪h!p://www.ahlulbaitonline.com/karbala/New/html/research/pdf/‬‬
‫‪jur/51-.pdf‬‬

‫‪25‬‬
 ‫‪‬‬

‫‪ZHQIڜ仇€a@ÊaÏ„c‬‬
‫ﻗﺪﻣﺖ ﺗﺼﻨﻴﻔﺎﺕ ﻋﺪﻳﺪﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﺒﺎﺣﺜﲔ ﻟﻠﻤﻌﺮﻓﺔ‪ ،‬ﻭﻟﻜﻦ ﺃﻛﺜﺮ‬
‫ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺷﻴﻮﻋ ﹰﺎ‪ ،‬ﻫﻲ ﺗﺼﻨﻴﻒ ﺍﳌﻌﺮﻓﺔ ﺇﱄ ﻧﻮﻋﲔ ﺃﺳﺎﺳﻴﲔ ﳘﺎ‪:‬‬
‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﻈﺎﻫﺮﺓ )‪.(Explicit Knowledge‬‬
‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﻀﻤﻨﻴﺔ )‪(Tacit knowledge‬‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﻈﺎﻫﺮﺓ )‪(Explicit Knowledge‬‬
‫ﻫﻲ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﻟﻸﻓﺮﺍﺩ ﺗﻘﺎﺳﻤﻬﺎ ﻓﻴﲈ ﺑﻴﻨﻬﻢ‪ ،‬ﻭﺗﺸﻤﻞ ﻛ ﹰ‬
‫ﻼ‬
‫ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻭﲣﺰﻳﻨﻬﺎ‪ ،‬ﻭﻛﺬﻟﻚ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺨﺰﻧﺔ ﻭﺍﻟﺘﻲ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫ﻭﺍﻟﱪﺍﻣﺞ ﻭﺍﳌﻮﺍﺯﻧﺎﺕ‪ ،‬ﻭﺍﳌﺴﺘﻨﺪﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻨﻈﻤﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﺳﺲ‬
‫ﺍﻟﺘﻘﻮﻳﻢ ﻭﺍﻟﺘﺸﻐﻴﻞ ﻭﺍﻻﺗﺼﺎﻝ ﻭﻣﻌﺎﻳﲑﻫﺎ‪ ،‬ﻭﳐﺘﻠﻒ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ‪.‬‬
‫ﻭﺗﻌﺮﻑ ﺃﻳﻀ ﹰﺎ ﺑﺄﳖﺎ ” ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺛﻘﺔ ﺃﻭ ﺍﳌﺮﻣﺰﺓ ﺍﻟﺘﻲ ﲢﺘﻮﳞﺎ‬
‫ﺍﻟﻮﺛﺎﺋﻖ ﻭﺍﳌﺮﺍﺟﻊ‪ ،‬ﻭﺍﻟﻜﺘﺐ‪ ،‬ﻭﺍﳌﺪﻭﻧﺎﺕ‪ ،‬ﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﻭﻭﺳﺎﺋﻂ ﺍﻟﺘﺨﺰﻳﻦ‬
‫)‪ (١‬ﺭﺍﺟﻊ ﰲ ﺫﻟﻚ ﻛﻞ ﻣﻦ‪ ،_________________ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺩﻭﺭﻫﺎ ﰲ‬
‫ﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ﺍﳊﻜﻮﻣﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪ / ،٨-٧‬ﳏﻤﺪ ﻋﻮﺍﺩ ﺍﻟﺰﻳﺎﺩﺍﺕ‪،‬‬
‫ﺍﲡﺎﻫﺎﺕ ﻣﻌﺎﴏﺓ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﴩ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﲈﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫ﻃﺒﻌﺔ ‪،٢٠٠٨ ،١‬ﺹ‪ / ،١٨‬ﻓﻠﻴﺢ ﺣﺴﻦ ﺧﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪ /.٧‬ﻋﺎﻣﺮ ﺑﺸﲑ‪،‬‬
‫ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪/،٣٠-٢٨‬‬
‫‪Pamela vouney et all: Technology, methodology and business‬‬
‫‪educa!on, na!onal business educa!on vestore, P184.‬‬

‫‪26‬‬
‫‪‬‬

‫ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﻬﻲ ﻣﻌﺮﻓﺔ ﺳﻬﻠﺔ ﺍﻟﻮﺻﻒ ﻭﺍﻟﺘﺤﺪﻳﺪ‪ ،‬ﻭﻳﻤﻜﻦ ﲢﻮﻳﻠﻬﺎ‬

‫ﻣﻦ ﻟﻐﺔ ﺇﱄ ﺃﺧﺮ￯ ﻭﻣﻦ ﺷﻜﻞ ﺇﱄ ﺁﺧﺮ‪ ،‬ﻭﻳﻤﻜﻦ ﺑﺼﻔﺔ ﻣﺴﺘﻤﺮﺓ ﺇﻋﺎﺩﺓ‬
‫ﻗﺮﺍﺀﲥﺎ ﻭﺇﻧﺘﺎﺟﻬﺎ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﲣﺰﻳﻨﻬﺎ ﻭﺍﺳﱰﺟﺎﻋﻬﺎ‪.‬‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﻀﻤﻨﻴﺔ )‪(Tacit Knowledge‬‬
‫ﻫﻲ ﺍﳌﻌﺮﻓﺔ ﺍﳌﺨﱰﻧﺔ ﰲ ﻋﻘﻮﻝ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳌﻜﺘﺴﺒﺔ ﻣﻦ ﺧﻼﻝ ﺗﺮﺍﻛﻢ‬
‫ﺧﱪﺍﺕ ﺳﺎﺑﻘﺔ‪ ،‬ﻭﻏﺎﻟﺒ ﹰﺎ ﻣﺎ ﺗﻜﻮﻥ ﺫﺍﺕ ﻃﺎﺑﻊ ﺷﺨﴢ‪ ،‬ﳑﺎ ﻳﺼﻌﺐ ﺍﳊﺼﻮﻝ‬
‫ﻋﻠﻴﻬﺎ ﻟﻜﻮﳖﺎ ﳐﺘﺰﻧﺔ ﺩﺍﺧﻞ ﻋﻘﻞ ﺻﺎﺣﺐ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﻭﻳﺮﻱ )‪ (Allen‬ﺃﳖﺎ ﻫﻲ ﺍﳌﻌﺮﻓﺔ ﺍﳌﺨﻔﻴﺔ ﻭﺗﺸﲑ ﺇﱄ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ‬
‫ﺩﺍﺧﻞ ﻋﻘﻞ ﻭﻟﺐ ﻛﻞ ﻓﺮﺩ ﻭﺍﻟﺘﻲ ﻳﺼﻌﺐ ﻧﻘﻠﻬﺎ ﻭﲢﻮﻳﻠﻬﺎ ﻟﻶﺧﺮﻳﻦ‪ ،‬ﻭﻗﺪ‬
‫ﺗﻜﻮﻥ ﺍﳌﻌﺮﻓﺔ ﻫﻨﺎ ﻓﻨﻴﺔ ﺃﻭ ﺇﺩﺭﺍﻛﻴﺔ‪ ،‬ﻭﻟﻴﺲ ﻣﻦ ﺍﻟﺴﻬﻞ ﻓﻬﻤﻬﺎ ﻋﲇ ﺃﳖﺎ ﻋﻤﻠﻴﺔ‬
‫ﺃﻭ ﺍﻟﺘﻌﺒﲑ ﻋﻨﻬﺎ ﺑﻜﻠﲈﺕ‪ .‬ﻭﻫﻲ ﺣﺼﻴﻠﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﺘﻲ ﺗﺘﻢ ﺩﺍﺧﻞ‬
‫ﻋﻘﻞ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﻳﺼﻌﺐ ﺇﺩﺍﺭﺗﻪ ﻭﺍﻟﺘﺤﻜﻢ ﻓﻴﻪ ﻷﳖﺎ‬
‫ﻣﻮﺟﻮﺩﺓ ﰲ ﺭﺅﻭﺱ ﻣﺎﻟﻜﻴﻬﺎ ﻓﻘﻂ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻳﻤﻜﻦ ﺍﺳﺘﺜﲈﺭﻫﺎ ﻣﻦ ﺧﻼﻝ ﺑﻌﺾ‬
‫ﺍﳌﲈﺭﺳﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺬﻟﻚ ﻭﲢﻮﻳﻞ ﺑﻌﺾ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻀﻤﻨﻴﺔ ﺇﱄ ﻇﺎﻫﺮﻳﺔ ﻋﻦ‬
‫ﻃﺮﻳﻖ ﻣﻼﺣﻈﺔ ﺍﳌﲈﺭﺳﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﺗﺪﻭﻳﻨﻬﺎ ﺑﻨﴩﺍﺕ ﻭﻛﺘﻴﺒﺎﺕ ﻟﺘﺼﺒﺢ‬
‫ﻣﻌﻠﻮﻣﺎﺕ‪ .‬ﻛﲈ ﻳﻤﻜﻦ ﲢﻮﻳﻞ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻀﻤﻨﻴﺔ ﺇﱄ ﻣﻌﺮﻓﺔ ﺿﻤﻨﻴﺔ ﺃﺧﺮﻱ ﻣﻦ‬
‫ﺧﻼﻝ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻔﺮﺩ ﺑﻤﻌﺮﻓﺘﻪ ﺍﻟﻔﻨﻴﺔ ﻣﻊ ﺍﻷﺧﺮﻳﻦ ﻟﻨﻘﻞ ﻭﺗﺒﺎﺩﻝ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﻭﺍﳋﱪﺍﺕ ﻭﺍﳌﻮﺍﻗﻒ ﻭﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﻷﺣﺪﺍﺙ ﻭﺍﳌﲈﺭﺳﺎﺕ‪.‬‬
‫ﻭﻫﻨﺎ ﻳﻤﻜﻦ ﺇﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺍﳌﻌﺮﻓﺔ ﺍﻟﴫﳛﺔ ﻭﺍﳌﻌﺮﻓﺔ ﺍﻟﻀﻤﻨﻴﺔ ﻛﲈ‬

‫‪27‬‬
 ‫‪‬‬

‫ﻳﺒﻴﻨﻬﺎ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ)‪:(١‬‬

‫‪ÚÓ‰‡ö€a@ڜ仇€a‬‬ ‫‪ÒäÁbƒ€a@ڜ仇€a‬‬
‫* ﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻺﺩﺭﺍﻙ‪.‬‬ ‫* ﻗﺎﺑﻠﺔ ﻟﻺﺩﺭﺍﻙ‪.‬‬
‫* ﻻ ﻳﻤﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﺇﻻ ﺑﻤﻮﺍﻓﻘﺔ‬ ‫* ﺳﻬﻮﻟﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﻣﺎﻟﻜﻬﺎ‪.‬‬ ‫* ﻣﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻜﺘﺐ ﻭﺍﳌﻘﺎﻻﺕ‪...‬ﺇﻟﺦ‪.‬‬
‫* ﻣﻮﺟﻮﺩﺓ ﻋﲇ ﺷﻜﻞ ﺧﱪﺍﺕ ﻭﰲ ﻋﻘﻮﻝ‬
‫ﺍﻷﻓﺮﺍﺩ‪.‬‬

‫ﻭﻫﻨﺎﻙ ﺗﺼﻨﻴﻔﺎﺕ ﺃﺧﺮﻱ ﻷﻧﻮﺍﻉ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺇﺫ ﺻﻨﻔﻬﺎ )‪ (Niekols‬ﺇﱄ)‪:(٢‬‬

‫‪ .١‬ﻣﻌﺮﻓﺔ ﺍﻷﻏﺮﺍﺽ ﺃﻭ ﺍﻻﻫﺘﲈﻡ ﺑﲈﺫﺍ )‪ :(Care –Why‬ﻭﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ‬
‫ﺗﺘﻄﻠﺐ ﳎﻤﻮﻋﺔ ﺳﻴﺎﻗﻴﺔ ﺍﺟﺘﲈﻋﻴﺔ ﺗﻮﺟﻪ ﺑﺸﻜﻞ ﻣﺒﺎﴍ ﺃﻭ ﺧﻔﻲ ﰲ ﺍﳌﺪﻱ‬
‫ﺍﻟﻘﺮﻳﺐ ﺃﻭ ﺍﻟﺒﻌﻴﺪ ﺍﳋﻴﺎﺭﺍﺕ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﻭﻣﺒﺎﺩﻻﺕ ﺍﻟﺘﻜﻠﻔﺔ – ﺍﻟﻌﺎﺋﺪ‬
‫ﺍﳌﺮﺗﺒﻄﺔ ﲠﺎ‪.‬‬
‫‪ .٢‬ﺍﳌﻌﺮﻓﺔ ﺍﳌﺠﻬﻮﻟﺔ )‪ :(Unknown –Knowledge‬ﻭﻫﻲ ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳌﺒﺘﻜﺮﺓ ﺃﻭ ﺍﳌﻜﺘﺸﻔﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﺍﳌﻨﺎﻗﺸﺔ‪ ،‬ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﺠﺮﻳﺐ‪.‬‬
‫)‪Codified‬‬ ‫ﻫﻨﺎﻙ ﻣﻦ ﺻﻨﻔﻬﺎ )ﺍﳌﻌﺮﻓﺔ( ﺇﱄ‪ :‬ﺍﳌﻌﺮﻓﺔ ﺍﳌﺮﻣﺰﺓ‬
‫( ﻭﺍﳌﻌﺮﻓﺔ‬ ‫‪CommonKnowledge‬‬ ‫‪ (Knowledge‬ﻭﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﺍﺗﻴﺔ )‬

‫)‪ (١‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.٣٠‬‬

‫)‪ (٢‬ﻧﻴﻜﻮﻻﺱ‪ ،‬ﺗﻴﺠﺮ‪ ،‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺮﻗﻤﻴﺔ ﺛﻮﺭﺓ ﺟﺪﻳﺪﺓ ﰲ ﻧﻈﻢ ﺍﳊﺎﺳﺒﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪،‬‬
‫ﺳﻤﲑ ﺇﺑﺮﺍﻫﻴﻢ ﺷﺎﻫﲔ )ﻣﱰﺟﻢ(‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ﻟﻠﱰﲨﺔ ﻭﺍﻟﻨﴩ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﺍﻟﻄﺒﻌﺔ ‪،١‬‬
‫‪ ،١٩٩٨‬ﺹ‪.٤٠‬‬

‫‪28‬‬
‫‪‬‬

‫)‪Embodied‬‬ ‫‪ (Social‬ﻭﺍﳌﻌﺮﻓﺔ ﺍﳌﺠﺴﺪﺓ‬ ‫)‪Knowledge‬‬ ‫ﺍﻻﺟﺘﲈﻋﻴﺔ‬

‫‪ ،(Knowledge‬ﻛﲈ ﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‬
‫)‪(١‬‬

‫ﺍﻟﻤﻌﺮﻓﺔ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻤﺮﻣﺰﺓ‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﺬﺍﺗﻴﺔ‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻤﺘﻮﻟﺪﺓ‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻤﺮﻣﺰﺓ‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻤﺘﻮﻟﺪﺓ‬ ‫ﺑﺴﺒﺐ ﺍﻟﺮﻭﺍﺑﻂ‬
‫ﺭﺳﻤﻴًﺎ ﻣﻊ ﻣﺤﺘﻮﻱ‬
‫ﻭﺍﻟﻤﺴﺘﻘﺮﺓ ﻟﺪﻱ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺍﻟﻤﻘﺒﻮﻟﺔ‬ ‫ﺻﺤﻴﺢ‬
‫ﺍﻷﻓﺮﺍﺩ‬
‫ﻛﻘﻴﻢ ﻣﺸﺘﺮﻛﺔ‬

‫ﻭﺃﺧﲑ ﹰﺍ ﻳﻘﺪﻡ )‪ (Zack‬ﺗﺼﻨﻴﻔﺎ ﺁﺧﺮ ﻟﻠﻤﻌﺮﻓﺔ ﻭﺫﻟﻚ ﰲ ﺍﳌﻨﻈﲈﺕ‬

‫ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﺣﻴﺚ ﻳﺼﻨﻒ ﺍﳌﻌﺮﻓﺔ ﺇﱄ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ‪:‬‬
‫‪ -١‬ﺍﳌﻌﺮﻓﺔ ﺍﳉﻮﻫﺮﻳﺔ )‪ :(Core Knowledge‬ﻭﻫﻲ ﺍﻟﻨﻮﻉ ﺍﻷﺩﲏ ﻣﻦ‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﰲ ﺇﺩﺍﻣﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺗﻄﺒﻴﻘﺎﲥﺎ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﻣﺜﻞ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﺇﺟﺮﺍﺀﺍﺕ ﻭﺃﺳﺎﻟﻴﺐ ﺇﻧﺘﺎﺝ ﺧﺪﻣﺔ ﻣﻌﻴﻨﺔ‪.‬‬
‫‪ -٢‬ﺍﳌﻌﺮﻓﺔ ﺍﳌﺘﻘﺪﻣﺔ )‪ :(Advance Knowledge‬ﻭﻫﻲ ﻣﻴﺰﺓ ﻣﻌﺮﻓﻴﺔ‬
‫ﺇﺿﺎﻓﻴﺔ ﺗﺘﻤﻴﺰ ﲠﺎ ﺟﻬﺔ‪ /‬ﻣﻨﻈﻤﺔ‪ /‬ﻣﺆﺳﺴﺔ ﻋﲇ ﻣﻨﺎﻓﺴﻴﻬﺎ ﻭﺑﲈ ﻳﻤﻨﺤﻬﺎ‬
‫ﻣﺮﻛﺰ ﹰﺍ ﺗﻨﺎﻓﺴﻴ ﹰﺎ ﻣﺘﻔﻮﻗ ﹰﺎ‪.‬‬
‫‪ :(Innova‬ﻭﻫﻲ ﺍﳌﻌﺮﻓﺔ‬ ‫‪ -٣‬ﺍﳌﻌﺮﻓﺔ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ )‪on Knowledge‬‬

‫ﺍﻟﺘﻲ ﲤﻜﻦ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﻗﻴﺎﺩﺓ ﻗﻄﺎﻋﻬﺎ ﺍﳋﺪﻣﻲ )ﺍﻹﻧﺘﺎﺟﻲ( ﺑﲈ ﺗﻨﻔﺮﺩ ﺑﻪ ﻣﻦ‬

‫‪(1) Kathryn A.B& G: M.Badamshina, Knowledge Manngement, Idea‬‬

‫‪Grouo Publishing, New York, 2004, pp3743-.‬‬

‫‪29‬‬
 ‫‪‬‬

‫ﻣﻌﺮﻓﺔ ﻋﲇ ﻣﻨﺎﻓﺴﻴﻬﺎ ﺿﻤﻦ ﺫﻟﻚ ﺍﻟﻘﻄﺎﻉ)‪.(١‬‬

‫ﻭﺧﻼﺻﺔ ﺍﻟﻘﻮﻝ‪ ،‬ﻳﻼﺣﻆ ﺃﻧﻪ ﻋﲇ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﻭﺍﺧﺘﻼﻑ‬
‫ﺗﺴﻤﻴﺎﲥﺎ‪ ،‬ﻓﺄﳖﺎ ﺗﺪﻭﺭ ﰲ ﺇﻃﺎﺭ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻈﺎﻫﺮﺓ ﻭﺍﳌﻌﺮﻓﺔ ﺍﻟﻀﻤﻨﻴﺔ ﻭﻫﻮ‬
‫ﺍﻟﺘﺼﻨﻴﻒ ﺍﻷﻛﺜﺮ ﺍﺳﺘﺨﺪﺍﻣ ﹰﺎ ﻭﺷﻴﻮﻋ ﹰﺎ‪.‬‬
‫‪Zڜ仇€a@óˆbñÅ‬‬
‫ﻟﻠﻤﻌﺮﻓﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﻲ ﲤﻴﺰﻫﺎ‪ ،‬ﺗﺘﻤﺜﻞ ﰲ‬
‫)‪(٢‬‬

‫‪ -١‬ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﺗﻨﺒﺆ ﻭﺍﺳﺘﻘﺮﺍﺭ‪ ،‬ﺍﺳﺘﻨﺘﺎﺝ‪ ،‬ﺍﺳﺘﻨﺒﺎﻁ‪ ،‬ﺍﺳﺘﺪﻻﻝ‪،‬‬

‫ﺗﺮﻛﻴﺐ ﻭﲢﻠﻴﻞ‪ ،‬ﻭﺗﻔﺴﲑ‪ ،‬ﻭﳍﺎ ﺩﺭﺟﺔ ﺻﺤﺔ ﺃﻭ ﺩﺭﺟﺔ ﺩﻗﺔ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ‬
‫ﻣﻌﺎﺭﻑ ﻣﻄﻠﻘﺔ ﺍﻟﺼﺤﺔ‪.‬‬
‫‪ -٢‬ﻫﻲ ﻧﺴﺒﻴﺔ ﻭﺗﺎﺑﻌﺔ ﻟﻠﻌﺎﺭﻑ )ﺇﻥ ﻛﺎﻥ ﻓﺮﺩ ﺃﻭ ﲨﺎﻋﺔ( ﻭﻣﺮﺗﺒﻄﺔ ﺑﻪ‪،‬‬
‫ﻟﺬﻟﻚ ﻻ ﺗﻮﺟﺪ ﻣﻌﺎﺭﻑ ﻣﻄﻠﻘﺔ ﻋﻤﻮﻣﻴﺔ‪.‬‬
‫‪ -٣‬ﺗﺎﺑﻌﺔ ﳋﺼﺎﺋﺺ ﻭﻗﺪﺭﺍﺕ ﺍﳊﻮﺍﺱ ﺍﻟﺒﴩﻳﺔ‪ ،‬ﻭﻗﺪﺭﺍﺕ‬
‫ﻭﺧﺼﺎﺋﺺ ﺍﻟﻌﻘﻞ ﺍﻟﺒﴩﻱ‪.‬‬
‫‪ -٤‬ﺗﺮﺗﺒﻂ ﺑﺰﻣﺎﻥ ﻭﻣﻜﺎﻥ ﻭﺧﺼﺎﺋﺺ ﻭﻗﺪﺭﺍﺕ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻌﺎﺭﻑ‪،‬‬

‫‪(1) Zack, M., Developing A K strategy, California management review,‬‬

‫‪Vol.(41), No.3, 2003, P123.‬‬
‫)‪ (٢‬ﻃﺎﺭﻕ ﻓﻴﺼﻞ ﺍﻟﺘﻤﻴﻤﻲ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﺘﺎﺡ ﻋﲇ ﺍﻟﺮﺍﺑﻂ ﺍﻟﺘﺎﱄ‪:‬‬
‫_ ‪h ! p : / / w w w. a o - a c a d e m y. o r g / d o c s / m a a r i f a _ b y _ t a r i q‬‬
‫‪faisal_02112011.pdf‬‬

‫‪30‬‬
‫‪‬‬

‫ﻟﺬﻟﻚ ﻓﻬﻲ ﲣﺘﻠﻒ ﺑﺎﺧﺘﻼﻑ ﺍﻷﺷﺨﺎﺹ ﻭﺍﻷﻣﺎﻛﻦ ﻭﺍﻷﺯﻣﻨﺔ“‪.‬‬

‫‪ -٥‬ﻫﻲ ﻧﺘﻴﺠﺔ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﻔﻜﺮﻱ ﺑﲔ ﺍﻟﺒﴩ‪.‬‬
‫‪HQI‬‬
‫‪@ÚÌÖbñn”a@Ú»‹é◊@ڜ仇€a@óˆbñÅ‬‬
‫ﺍﳌﻌﺮﻓﺔ ﺳﻠﻌﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺧﺎﺻﺔ‪ ،‬ﳍﺎ ﺧﺼﺎﺋﺺ ﲣﺘﻠﻒ ﺑﺸﻜﻞ ﻣﻠﻤﻮﺱ‬
‫ﻋﻦ ﺗﻠﻚ ﺍﻟﺘﻲ ﲤﻴﺰ ﺍﻟﺴﻠﻊ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺧﺎﺻﺔ ﺍﻟﺴﻠﻊ ﺫﺍﺕ ﻃﺒﻴﻌﺔ ﻣﺎﺩﻳﺔ‪.‬‬
‫ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ ﻣﺰﺩﻭﺟﺔ‪ .‬ﻣﻦ ﺟﻬﺔ‪ ،‬ﻟﻨﺸﺎﻃﺎﺕ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺎﺭﻑ ﻣﺮﺩﻭﺩ‬
‫ﺍﺟﺘﲈﻋﻲ ﻣﺮﺗﻔﻊ ﺟﺪ ﹰﺍ ﻭﻫﻲ ﺑﺎﻟﺘﺎﱄ ﺗﺸﻜﻞ ﺁﻟﻴﺔ ﻗﻮﻳﺔ ﻟﻠﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ‪.‬‬
‫ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻱ‪ ،‬ﺇﳖﺎ ﺗﻄﺮﺡ ﻣﺸﺎﻛﻞ ﻣﻦ ﺣﻴﺚ ﲣﺼﻴﺺ ﺍﳌﻮﺍﺭﺩ ﻭﺍﻟﺘﻨﺴﻴﻖ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﻣﺎ ﻳﻌﻴﻖ ﻧﴩ ﺍﳌﻌﺎﺭﻑ‪ .‬ﻳﻤﻜﻦ ﻓﻬﻢ ﻫﺬﻩ ﺍﻻﺯﺩﻭﺍﺟﻴﺔ ﺑﻌﺮﺽ‬
‫ﺧﺼﺎﺋﺺ ﺍﳌﻌﺮﻓﺔ ﻛﺴﻠﻌﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻋﲇ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫· ﺍﳌﻌﺮﻓﺔ ﺳﻠﻌﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺗﺸﻜﻞ ﺁﻟﻴﺔ ﻗﻮﻳﺔ ﻟﻠﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ‪.‬‬
‫· ﺳﻠﻌﺔ ﻳﺼﻌﺐ ﺍﻟﺘﺤﻜﻢ ﲠﺎ ﻭﻫﻲ ﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻠﺤﴫ‪.‬‬
‫· ﺳﻠﻌﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﴪﺏ ﻣﻦ ﻣﺼﺎﺩﺭﻫﺎ ﺍﻷﺻﻠﻴﺔ ﺩﻭﻥ ﲢﻤﻞ ﺗﻜﻠﻔﺔ‪.‬‬
‫· ﳍﺎ ﺗﺄﺛﲑﺍﺕ ﺧﺎﺭﺟﻴﺔ ﺇﳚﺎﺑﻴﺔ ﻋﲇ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫· ﺳﻠﻌﺔ ﻏﲑ ﺗﻨﺎﻓﺴﻴﺔ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﻦ ﻗﺒﻞ ﻋﺪﺓ ﺃﺷﺨﺎﺹ‪.‬‬
‫· ﺳﻠﻌﺔ ﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻠﻨﻔﺎﺫ ﻷﻥ ﺍﳌﻌﺮﻓﺔ ﻻ ﺗﺘﻠﻒ ﻋﻨﺪ ﺍﻻﺳﺘﺨﺪﺍﻡ‬

‫)‪ (١‬ﻣﺮﺍﻝ ﺗﻮﺗﻠﻴﺎﻥ‪ ،‬ﻣﺆﴍﺍﺕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﻣﻮﻗﻊ ﺍﳌﺮﺃﺓ ﻣﻦ ﺗﻄﻮﺭﻫﺎ‪ ،‬ﺍﳌﻌﻬﺪ ﺍﻟﻌﺮﰊ‬
‫ﻟﻠﺘﺪﺭﻳﺐ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﻋﲈﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،٢٠٠٦ ،‬ﺹ ﺹ ‪.١٥-١٣‬‬

‫‪31‬‬
 ‫‪‬‬

‫ﻭﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﺮﺍﺕ ﻋﺪﻳﺪﺓ‪.‬‬

‫· ﺳﻠﻌﺔ ﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻠﻒ‪.‬‬
‫· ﺳﻠﻌﺔ ﺗﺮﺍﻛﻤﻴﺔ‪.‬‬
‫· ﺳﻠﻌﺔ ﺍﺳﺘﻬﻼﻛﻴﺔ ﻭﺇﻧﺘﺎﺟﻴﺔ ﻣﻌ ﹰﺎ‪.‬‬
‫· ﲤﺜﻞ ﻋﻨﴫ ﻣﻬﻢ ﻭﻣﻮﺭﺩ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫‪Zڜ仇€a@âÖbñfl‬‬
‫ﻋﺮﻑ )‪ (Saffady‬ﻣﺼﺪﺭ ﺍﳌﻌﺮﻓﺔ ﺑﺄﻧﻪ ” ﺫﻟﻚ ﺍﳌﺼﺪﺭ ﺍﻟﺬﻱ ﳛﻮﻱ‬
‫ﺃﻭ ﳚﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺃﻛﺪ ﺃﻥ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﻌﻠﻢ ﻭﺍﳋﱪﺓ ﺃﻣﻮﺭ ﺗﻀﺒﻂ ﺣﺪﻭﺩ‬
‫ﺍﳌﻌﺮﻓﺔ ﻟﻸﻓﺮﺍﺩ“‪.‬‬
‫ﻭﺣﺴﺐ ﺭﺃﻱ )‪ (Marquardt‬ﻳﻤﻜﻦ ﺗﻘﺴﻴﻢ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ ﺇﱄ‬
‫ﻣﺼﺪﺭﻳﻦ ﺃﺳﺎﺳﻴﲔ ﳘﺎ)‪:(١‬‬
‫‪ .١‬ﺍﳌﺼﺎﺩﺭ ﺍﳋﺎﺭﺟﻴﺔ‪ :‬ﻭﻫﻲ ﺍﻟﺘﻲ ﺗﻈﻬﺮ ﰲ ﺑﻴﺌﺔ ﺍﳌﻨﻈﻤﺔ ﺍﳌﺤﻴﻄﺔ‪،‬‬
‫ﻭﺍﻟﺘﻲ ﺗﺘﻮﻗﻒ ﻋﲇ ﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﳌﻨﻈﲈﺕ ﺍﻷﺧﺮﻱ ﺍﻟﺮﺍﺋﺪﺓ ﰲ ﺍﳌﻴﺪﺍﻥ‬
‫ﺃﻭ ﺍﻻﻧﺘﺴﺎﺏ ﺇﱄ ﺍﻟﺘﺠﻤﻌﺎﺕ ﺍﻟﺘﻲ ﺗﺴﻬﻞ ﻋﻠﻴﻬﺎ ﺍﺳﺘﻨﺴﺎﺥ ﺍﳌﻌﺮﻓﺔ ﻭﻣﻦ‬
‫ﺃﻣﺜﻠﺔ ﻫﺬﻩ ﺍﳌﺼﺎﺩﺭ ﻧﺠﺪ ﺍﳌﻜﺘﺒﺎﺕ‪ ،‬ﺍﻹﻧﱰﻧﺖ‪.‬‬
‫‪ .٢‬ﺍﳌﺼﺎﺩﺭ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ :‬ﺗﺘﻤﺜﻞ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺪﺍﺧﻠﻴﺔ ﰲ ﺧﱪﺍﺕ ﺃﻓﺮﺍﺩ‬
‫ﺍﳌﻨﻈﻤﺔ ﺍﳌﱰﺍﻛﻤﺔ ﺣﻮﻝ ﳐﺘﻠﻒ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﻗﺪﺭﲥﺎ ﻋﲇ ﺍﻹﺳﺘﻔﺎﺩﺓ‬

‫)‪ (١‬ﳏﻤﺪ ﻋﻮﺍﺩ ﺍﻟﺰﻳﺎﺩﺍﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٥١‬‬

‫‪32‬‬
‫‪‬‬

‫ﻣﻨﻬﺎ ﻭﻣﻦ ﻋﻤﻠﻴﺎﲥﺎ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﺘﻤﺪﺓ‪ ،‬ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﲇ ﺍﳌﺼﺎﺩﺭ‬

‫ﺍﻟﺪﺍﺧﻠﻴﺔ‪ :‬ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﻭﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ ،‬ﺍﳊﻮﺍﺭﺍﺕ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﻌﺮﰲ ﻟﻠﻤﻨﻈﻤﺔ‪ ،‬ﺍﳋﱪﺓ ﻭﺍﳌﻬﺎﺭﺓ ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﻠﻢ ﺑﺎﻟﻌﻤﻞ ﺃﻭ ﺍﻟﺒﺤﻮﺙ‬
‫ﺃﻭ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ ﺍﻟﺪﺍﺧﻠﻴﺔ‪.‬‬
‫‪Ԝ仇€a@fib‡€a@êcâ@‚ÏË–fl‬‬
‫ﻳﻌﺘﱪ ﻣﺼﻄﻠﺢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻣﻦ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻧﺴﺒﻴ ﹰﺎ‪،‬‬
‫ﺍﻟﺘﻲ ﻻ ﺗﺰﺍﻝ ﻏﲑ ﻣﻜﺘﻤﻠﺔ ﺍﳌﻼﻣﺢ ﻭﺑﺎﻟﺘﺎﱄ ﻳﺼﻌﺐ ﺍﻟﻮﻗﻮﻑ ﻋﲇ ﻣﻔﻬﻮﻡ‬
‫ﻣﻮﺣﺪ ﻟﻪ‪ ،‬ﻭﰲ ﺇﻃﺎﺭ ﺗﻌﺮﻳﻒ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻗﺪﻣﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﺍﻟﺘﻌﺮﻳﻔﺎﺕ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫ﻳﻌﺮﻑ )‪ (Bassi‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺑﺄﻧﻪ ”ﺍﳌﻌﺮﻓﺔ ﻭﺍﳋﱪﺓ ﻭﺍﻟﻘﻮﺓ‬
‫ﺍﻟﻌﻘﻠﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻓﻀ ﹰ‬
‫ﻼ ﻋﻦ ﺍﳌﻮﺍﺭﺩ ﺍﳌﻌﺮﻓﻴﺔ ﺍﳌﺨﺰﻭﻧﺔ ﰲ ﻗﺎﻋﺪﺓ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺍﳌﻨﻈﻤﺔ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺛﻘﺎﻓﺘﻬﺎ ﻭﻓﻠﺴﻔﺘﻬﺎ“)‪.(١‬‬
‫ﻭﻳﻌﺮﻑ )‪ (Reid‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰱ ﺑﺄﻧﻪ ” ﺍﳌﺎﺩﺓ ﺍﳌﺘﻜﻮﻧﺔ ﻣﻦ ﺍﳌﻌﺮﻓﺔ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ ﺫﺍﺕ ﺍﻟﻘﻴﻤﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ‬
‫ﻭﺿﻌﻬﺎ ﻣﻮﺿﻊ ﺍﻟﺘﻨﻔﻴﺬ ﲠﺪﻑ ﺧﻠﻖ ﺍﻟﺜﻮﺭﺓ“)‪.(٢‬‬
‫ﻭﺣﺴﺐ )‪ (Stewart‬ﻓﻘﺪ ﻋﺮﻓﻪ ﺑﺄﻧﻪ ” ﺍﳌﺎﺩﺓ ﺍﻟﻔﻜﺮﻳﺔ ﺍﳌﺘﻤﺜﻠﺔ ﰲ‬
‫ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﻘﻴﻖ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﳋﱪﺍﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ‬
‫)‪ (١‬ﺑﺴﺎﻡ ﻋﺒﺪ ﺍﻟﺮﲪﺎﻥ ﻳﻮﺳﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٣١‬‬
‫)‪ (٢‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.٣١‬‬

‫‪33‬‬
 ‫‪‬‬

‫ﺗﻮﻇﻴﻔﻬﺎ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﻤﻨﻈﻤﺔ‪ ،‬ﻓﻬﻮ ﺇﺫﻥ ﻳﺮﺗﺒﻂ ﺑﻌﺎﻣﻠﲔ ﳘﺎ‬
‫ﺍﳌﻌﺮﻓﺔ ﻭﺇﺩﺭﺍﻙ ﺍﳌﻌﺮﻓﺔ“)‪.(١‬‬
‫ﻛﲈ ﻭﺻﻒ ﺃﻧﻪ ﻳﺘﺼﻒ ﺑﻌﻨﴫﻳﻦ ﳘﺎ)‪:(٢‬‬
‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﺍﳌﺘﻤﻴﺰﺓ‪ :‬ﺑﺤﻴﺚ ﻻ ﻳﻮﺟﺪ ﻣﻦ ﻳﻤﻠﻚ ﻧﻔﺲ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﻭﺍﳌﻌﺎﺭﻑ ﰲ ﺍﳌﻨﻈﲈﺕ ﺍﳌﻨﺎﻓﺴﺔ‪.‬‬
‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ‪ :‬ﻭﻫﻲ ﺟﻌﻞ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺎﺭﻑ ﻗﻴﻤﺔ‬
‫ﻳﻜﻦ ﻟﻠﺰﺑﻦ ﺃﻥ ﻳﺪﻓﻊ ﺛﻤﻨﻬﺎ ﻣﻘﺎﺑﻞ ﺍﳊﺼﻮﻝ ﺟﺮﺍﺀ ﴍﺍﺀﻩ ﺍﻟﺴﻠﻌﺔ ﺃﻭ ﺍﳋﺪﻣﺔ‪.‬‬
‫‪ -‬ﻭﻳﺮﻱ )‪ (Ulrich‬ﺃﻧﻪ ”ﻳﻤﺜﻞ ﳎﻤﻮﻋﺔ ﻣﻦ ﻣﻬﺎﺭﺍﺕ ﺗﺘﻤﺘﻊ ﺑﻤﻌﺮﻓﺔ‬
‫ﻭﺍﺳﻌﺔ ﲡﻌﻠﻬﺎ ﻗﺎﺩﺭﺓ ﻋﲇ ﺟﻌﻞ ﺍﳌﻨﻈﻤﺔ ﻋﺎﳌﻴﺔ“)‪ .(٣‬ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﺠﺎﺑﺔ‬
‫ﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﺰﺑﺎﺋﻦ ﻭﺍﻟﻔﺮﺹ ﺍﻟﺘﻲ ﺗﺘﻴﺤﻬﺎ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ“‪.‬‬
‫ﺃﻣﺎ )‪ (Edvinsson‬ﻋﺮﻓﻪ ﺑﺄﻧﻪ ” ﺍﳌﻮﺟﻮﺩﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ ﺍﻟﺘﻲ ﺗﺘﺠﺎﻭﺯ‬
‫ﻗﻴﻤﺘﻬﺎ ﻗﻴﻤﺔ ﺍﳌﻮﺟﻮﺩﺍﺕ ﺍﻷﺧﺮﻱ ﺍﻟﺘﻲ ﺗﻈﻬﺮ ﰲ ﺍﳌﻴﺰﺍﻧﻴﺔ‪ ،‬ﻭﺗﺘﻜﻮﻥ ﻫﺬﻩ‬
‫ﺍﳌﻮﺟﻮﺩﺍﺕ ﻣﻦ ﻧﻮﻋﲔ‪ ،‬ﺑﴩﻱ‪ :‬ﻳﻤﺜﻞ ﻣﺼﺪﺭ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺠﺪﻳﺪ‪،‬‬

‫‪(1) Stewart, T.A., Intellectual Capital: The New weath of organiza!on,‬‬

‫‪Doubeday- currency, New York, 1997, P70.‬‬
‫)‪ (٢‬ﺳﻤﻴﺔ ﺃﻣﲔ ﻋﲇ‪ ،‬ﺍﳌﺤﺎﺳﺒﺔ ﰲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ ﻋﲇ‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪ ،‬ﳎﻠﺔ ﺍﳌﺤﺎﺳﺒﺔ ﻭﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺘﺄﻣﲔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،٦٠‬ﺟﻬﺎﺯ ﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﺒﺤﻮﺙ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪ ،٢٠٠٣ ،‬ﺹ‪.٢٦٦‬‬
‫)‪ (٣‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﺛﺮ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﰲ ﺃﺩﺍﺀ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،٢٨‬ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ‪ ،٢٠٠١ ،‬ﺹ‪.١٥٨‬‬

‫‪34‬‬
‫‪‬‬

‫ﻭﻫﻴﻜﲇ‪ :‬ﻳﻤﺜﻞ ﺍﳉﺰﺀ ﺍﳌﺴﺎﻧﺪ ﻟﻠﺒﴩﻱ ﻛﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻗﻨﻮﺍﺕ ﺍﻟﺴﻮﻕ‬

‫ﻭﻋﻼﻗﺎﺕ ﺍﻟﺰﺑﺎﺋﻦ“)‪.(١‬‬
‫ﻋﺮﻑ )‪ (Da‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺑﺄﻧﻪ ” ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‬
‫ﺍﳌﺘﻜﻮﻧﺔ ﻋﲇ ﻫﻴﺌﺔ ﻧﻮﻋﲔ ﻣﻦ ﺍﳌﻌﺎﺭﻑ‪ ،‬ﻣﻌﺎﺭﻑ ﻇﺎﻫﺮﺓ ﻣﺒﻨﻴﺔ ﻋﲇ ﺍﻟﺘﻌﺒﲑ‬
‫ﻋﻨﻬﺎ ﺃﻭ ﻛﺘﺎﺑﺘﻬﺎ ﻭﺑﺎﻟﺘﺎﱄ ﻧﻘﻠﻬﺎ ﺇﱄ ﺍﻵﺧﺮﻳﻦ ﺑﺸﻜﻞ ﻭﺛﺎﺋﻖ ﻭﻣﻌﺎﺭﻑ‬
‫ﺿﻤﻨﻴﺔ ﻣﺒﻨﻴﺔ ﻋﲇ ﺍﻟﻨﺰﻭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺒﺪﳞﻴﺔ ﺍﻟﺘﻲ ﺗﺴﻬﻢ ﰲ‬
‫ﺗﻄﻮﻳﺮ ﺍﳌﻨﻈﻤﺔ“)‪.(٢‬‬
‫ﻛﲈ ﺃﺷﺎﺭ ﺍﻟﻌﻨﺰﻱ ﺇﱄ ﺃﻧﻪ“ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻳﻤﺘﻠﻜﻮﻥ ﻗﺪﺭﺍﺕ‬
‫ﻋﻘﻠﻴﺔ‪ ،‬ﻋﻨﺎﴏﻫﺎ‪ -‬ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺍﳌﻬﺎﺭﺓ‪ ،‬ﺍﳋﱪﺓ‪ ،‬ﺍﻟﻘﻴﻢ‪-‬ﻳﻤﻜﻦ ﺗﻮﻇﻴﻔﻬﺎ‬
‫ﻭﺍﺳﺘﺜﲈﺭﻫﺎ ﰲ ﺯﻳﺎﺩﺓ ﺍﳌﺴﺎﳘﺎﺕ ﺍﻟﻔﻜﺮﻳﺔ‪ ،‬ﻟﺘﺤﺴﲔ ﺃﺩﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺍﳌﻨﻈﻤﺔ‪،‬‬
‫ﻭﺗﻄﻮﻳﺮ ﻣﺴﺎﺣﺔ ﺇﺑﺪﺍﻋﺎﲥﺎ‪ ،‬ﺑﺸﻜﻞ ﳛﻘﻖ ﳍﺎ ﻋﻼﻗﺎﺕ ﻓﺎﻋﻠﺔ ﻣﻊ ﲨﻴﻊ‬
‫ﺍﻷﻃﺮﺍﻑ ﺍﳌﺘﻌﺎﻣﻠﺔ ﻣﻌﻬﺎ“)‪.(٣‬‬
‫ﻛﲈ ﻋﺮﻓﻪ )ﺍﻟﻌﺒﺎﺩﻱ( ﻋﲇ ﺃﻧﻪ ” ﳎﻤﻮﻋﺔ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻨﻈﻤﺔ‬
‫ﻭﺍﻟﺬﻳﻦ ﻳﺘﻤﺘﻌﻮﻥ ﺑﺨﱪﺍﺕ ﻭﻣﻬﺎﺭﺍﺕ ﻭﻣﻌﺎﺭﻑ ﻋﺎﻟﻴﺔ ﺗﺴﺎﻫﻢ ﰲ ﺇﳚﺎﺩ‬
‫ﻗﻴﻤﺔ ﻣﻀﺎﻓﺔ ﻟﻠﻤﻨﺘﺠﺎﺕ ﺍﻟﺘﻲ ﻳﻘﺪﻣﻮﳖﺎ ﳑﺎ ﻳﻌﻨﻲ ﺍﺯﺩﻳﺎﺩ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﲢﻘﻴﻖ‬

‫)‪ (١‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٦٨‬‬

‫‪(2) Da, Richard, Organiza!on Theory and Design, College Puplishing‬‬
‫‪Ohio, Southwestern, 2001, P45.‬‬
‫)‪ (٣‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.١٧١‬‬

‫‪35‬‬
 ‫‪‬‬

‫ﺍﻟﺮﺑﺤﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ ﻭﺑﺎﻟﺘﺎﱄ ﲢﻘﻴﻖ ﻣﻴﺰﺓ ﺗﻨﺎﻓﺴﻴﺔ ﺗﺘﻤﺘﻊ ﲠﺎ ﺍﳌﻨﻈﻤﺔ“)‪.(١‬‬

‫ﻧﻈﺮ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺑﺄﻧﻪ ”ﻗﺪﺭﺍﺕ ﻣﺘﻤﻴﺰﺓ ﻳﺘﻤﺘﻊ ﲠﺎ‬
‫ﻋﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻨﻈﻤﺔ ﲤﻜﻨﻬﻢ ﻣﻦ ﺗﻘﺪﻳﻢ ﺇﺳﻬﺎﻣﺎﺕ‬
‫ﻓﻜﺮﻳﺔ ﲤﻜﻦ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺯﻳﺎﺩﺓ ﺇﻧﺘﺎﺟﻴﺘﻬﺎ ﻭﲢﻘﻴﻖ ﻣﺴﺘﻮﻳﺎﺕ ﺃﺩﺍﺀ ﻋﺎﻟﻴﺔ‬
‫ﻣﻘﺎﺭﻧﺔ ﺑﺎﳌﻨﻈﲈﺕ ﺍﳌﲈﺛﻠﺔ“)‪.(٢‬‬
‫ﺃﻧﻪ –ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ” -‬ﺍﳌﺴﺎﳘﺎﺕ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﻭﺍﻹﺑﺪﺍﻋﻴﺔ ﺍﳌﺘﻤﻴﺰﺓ‬
‫ﰲ ﳎﺎﻝ ﺇﻧﺘﺎﺝ ﺍﳌﻨﻈﻤﺔ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺬﻱ ﳚﻌﻠﻬﺎ ﺗﺘﻔﻮﻕ ﻋﲇ ﻧﻈﲑﲥﺎ ﰲ ﺳﻮﻕ‬
‫ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﺬﻱ ﻳﺼﻞ ﻓﻴﻪ ﺍﳊﺪ ﺇﱄ ﺃﻥ ﳚﻌﻞ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺣﺎﻟﺔ ﻣﺆﻗﺘﺔ“‪.‬‬
‫ﻭﺑﺎﺳﺘﻌﺮﺍﺽ ﻣﻔﺎﻫﻴﻢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺗﺒﲔ ﺃﻥ ﺍﻟﺒﺎﺣﺜﲔ ﺭﻛﺰﻭﺍ‬
‫ﻋﲇ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﳋﱪﺍﺕ ﻟﺪﻱ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺃﻱ ﻣﻨﻈﻤﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻫﺬﺍﻥ‬
‫ﺍﻟﻌﻨﴫﺍﻥ ”ﺍﳌﻌﺮﻓﺔ ﻭﺍﳋﱪﺓ“ ﻣﺘﻤﻴﺰﻳﻦ ﻻ ﺗﻮﺟﺪ ﻟﺪﻱ ﻣﻨﻈﻤﺔ ﺃﺧﺮﻱ ﻭﳘﺎ‬
‫ﺑﺬﻟﻚ ﻳﺸﻜﻼﻥ ﻣﻮﺍﺭﺩ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬
‫ﺟﺪﻭﻝ ﻟﺘﻮﺿﻴﺢ ﺃﺑﻌﺎﺩ ﺍﻟﺘﻤﻴﻴﺰ ﻭﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺎﺩﻱ)‪:(٣‬‬
‫)‪ (١‬ﺍﻟﻌﺒﺎﺩﻱ‪ ،‬ﻫﺎﺷﻢ ﻓﻮﺯﻱ ﺩﺑﺎﺱ‪ ،‬ﺍﻟﺘﻘﻴﻴﻢ ﻣﻦ ﺧﻼﻝ ﻧﻈﺮﻳﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻭﻣﻔﻬﻮﻡ‬
‫ﺍﻟﻜﻔﺎﺀﺍﺕ‪ :‬ﺍﻟﺘﺸﺨﻴﺺ ﺃﻡ ﺍﻟﺘﺼﻤﻴﻢ؟‪ ،‬ﳎﻠﺔ ﺑﺤﻮﺙ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻋﺮﺑﻴﺔ‪ ،‬ﺍﻟﻌﺪﺩﺍﻥ ‪-٤٣‬‬
‫‪ ،٤٤‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻟﺒﻨﺎﻥ‪ ،٢٠٠٨ ،‬ﺹ‪.٤٣‬‬
‫)‪(2‬‬ ‫‪-Youndt. M.A, Snell S.A., Dean J. W., Lepak, D.P, Human Resource‬‬
‫‪Management Manufacturing Strategy and Firm Performance,‬‬
‫‪Academy of Management Journal, Vol.39, August, 1996, p839.‬‬
‫)‪ (٣‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ – ﺍﳌﻔﺎﻫﻴﻢ‪ :‬ﺍﻟﻨﻈﻢ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳌﻨﺎﻫﺞ ﻟﻠﻨﴩ‬

‫‪36‬‬
‫‪‬‬

‫‪ÜÓ‹‘n€a@fib‡€a@êcâ‬‬ ‫‪@äÿ–€a@fib‡€a@êcâ‬‬ ‫‪@Ü»j€a‬‬

‫‪@HԜ仇€aI‬‬
‫ﻣﺎﺩﻱ ﻣﻠﻤﻮﺱ‬ ‫ﺃﺛﲑﻱ ﻭﻏﲑ ﻣﻠﻤﻮﺱ‬ ‫ﺍﻟﺘﻜﻮﻳﻨﻲ‬
‫ﻳﻌﱪ ﻋﻦ ﺃﺣﺪﺍﺙ‬ ‫ﻳﻌﱪ ﻋﻦ ﻋﻤﻠﻴﺎﺕ‬ ‫ﺍﻟﻮﻇﻴﻔﻲ‬
‫ﻳﺮﺗﻜﺰ ﻋﲇ ﺍﳌﺎﴈ ﻓﻘﻂ‬ ‫ﻳﺘﻮﺟﻪ ﻧﺤﻮ ﺍﳌﺴﺘﻘﺒﻞ‬ ‫ﺍﻟﺰﻣﻨﻲ‬
‫ﺗﻜﻠﻔﺔ‬ ‫ﻫﻮ ﺍﻟﻘﻴﻤﺔ‬ ‫ﺍﳌﺤﺘﻮﻱ‬
‫ﻧﻘﺪﻱ‬ ‫ﻏﲑ ﻣﺎﱄ‬ ‫ﺍﻟﻄﺒﻴﻌﺔ‬
‫ﻭﻗﺘﻲ‬ ‫ﻣﺴﺘﻤﺮ‬ ‫ﺍﻟﺪﻳﻤﻮﻣﺔ‬
‫ﻳﻨﻘﺺ ﻭﻳﺴﺘﻬﻠﻚ‬ ‫ﻳﺰﻳﺪ ﺑﺎﻻﺳﺘﻌﲈﻝ‬ ‫ﺍﻻﺳﺘﻌﲈﻝ‬
‫ﺭﺗﺒﻂ ﺑﺴﻠﺴﻠﺔ ﺍﻟﻘﻴﻤﺔ‬ ‫ﻳﺮﺗﺒﻂ ﺑﺸﺒﻜﺎﺕ ﺍﻟﻘﻴﻤﺔ‬ ‫ﺗﺸﻜﻴﻼﺕ ﺍﻟﻘﻴﻤﺔ‬
‫ﻛﻤﻲ‬ ‫ﻧﻮﻋﻲ‬ ‫ﺍﻟﻨﻮﻋﻲ‪ /‬ﺍﻟﻜﻤﻲ‬

‫‪ZԜ仇€a@fib‡€a@êcâ@óˆbñÅ‬‬
‫ﻋﲇ ﺍﻟﺮﻏﻢ ﻣﻦ ﺗﻌﺪﺩ ﺗﻌﺮﻳﻔﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﺇﻻ ﺃﻧﻪ ﺗﻢ ﺍﻻﺗﻔﺎﻕ‬
‫ﻋﲇ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳋﺼﺎﺋﺺ ﻭﺍﳌﻤﻴﺰﺍﺕ‪ ،‬ﲤﻴﺰﻩ ﻋﻦ ﻏﲑﻩ ﻣﻦ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ‪،‬ﻫﻲ‪:‬‬
‫‪ -‬ﺭﺃﺱ ﻣﺎﻝ ﻏﲑ ﻣﻠﻤﻮﺱ‪.‬‬
‫‪ -‬ﻣﻦ ﺍﻟﺼﻌﻮﺑﺔ ﺑﻤﻜﺎﻥ ﻗﻴﺎﺳﻪ ﺑﺪﻗﺔ‪.‬‬

‫ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﲈﻥ‪ ،‬ﻁ‪ ،٢٠٠٧ ،١‬ﺹ ‪.٢١٦‬‬

‫‪37‬‬
 ‫‪‬‬

‫‪ -‬ﻳﺘﺰﺍﻳﺪ ﺑﺎﻻﺳﺘﻌﲈﻝ‪.‬‬
‫‪ -‬ﻳﺘﺠﺴﺪ ﰲ ﺃﺷﺨﺎﺹ ﻟﺪﳞﻢ ﺍﻻﺳﺘﻌﺪﺍﺩ ﳊﻤﻠﻪ‪.‬‬
‫‪ -‬ﻟﻪ ﺗﺄﺛﲑ ﻛﺒﲑ ﻋﲇ ﺍﳌﻨﻈﻤﺔ)‪.(١‬‬
‫ﻛﲈ ﻳﺘﻤﻴﺰ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﻤﺜﻠﻮﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺑﻤﺠﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﺍﳌﻬﻨﻴﺔ‪ ،‬ﺍﳋﺼﺎﺋﺺ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻭﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻛﲈ ﻳﲇ)‪:(٢‬‬
‫‪ (١‬ﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﻭﲤﺜﻞ ﻓﻴﲈ ﻳﲇ‪:‬‬
‫‪ -‬ﺍﳌﺴﺘﻮﻱ ﺍﻻﺳﱰﺍﺗﻴﺠﻲ‪.‬‬
‫‪ -‬ﻳﻤﻴﻞ ﻟﻠﻌﻤﻞ ﺿﻤﻦ ﺍﳍﻴﺎﻛﻞ ﺍﻹﺩﺍﺭﻳﺔ ﺑﺸﻜﻞ ﻛﺒﲑ‪.‬‬
‫‪ (٢‬ﺍﳋﺼﺎﺋﺺ ﺍﳌﻬﻨﻴﺔ‪ ،‬ﺗﺘﻤﺜﻞ ﰲ‪:‬‬
‫‪ -‬ﴐﻭﺭﺓ ﻣﻮﺍﺻﻠﺔ ﺗﻌﻠﻴﻤﻬﻢ ﻭﺗﺪﺭﻳﺒﻬﻢ ﺍﻟﻔﻌﺎﻝ‪.‬‬
‫‪ -‬ﻳﺘﻤﻴﺰ ﺑﻤﻬﺎﺭﺍﺕ ﻋﺎﻟﻴﺔ ﻭﻣﺘﻨﻮﻋﺔ‪.‬‬
‫‪ (٥‬ﺍﳋﺼﺎﺋﺺ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻭﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺗﺘﻤﺜﻞ ﰲ‪:‬‬
‫‪ -‬ﺍﳌﺜﺎﺑﺮﺓ ﻭﺍﻹﺗﻔﺎﻥ ﰲ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -‬ﻳﺘﻤﺘﻊ ﺑﺎﻟﺜﻘﺔ ﺍﻟﻌﺎﻟﻴﺔ ﰲ ﺍﻟﻌﻤﻞ‪.‬‬

‫)‪ (١‬ﳏﻤﻮﺩ ﻋﻮﺍﺩ ﺍﻟﺰﻳﺎﺩﺍﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٢٨١‬‬

‫)‪ (٢‬ﻋﺎﺩﻝ ﺣﺮﺣﻮﺵ ﺍﳌﻔﺮﺟﻲ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﻃﺮﻕ ﻗﻴﺎﺳﻪ‬
‫ﻭﺃﺳﺎﻟﻴﺐ ﺍﳌﺤﺎﻓﻈﺔ ﻋﻠﻴﻪ‪ ،‬ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬
‫‪ ،٢٠٠٣‬ﺹ‪.١٨‬‬

‫‪38‬‬
‫‪‬‬

‫‪ -‬ﻳﻤﻴﻞ ﺇﱄ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﰲ ﺍﻟﻌﻤﻞ‪.‬‬

‫‪ -‬ﺍﳌﻴﻞ ﺇﱄ ﲢﻤﻞ ﺍﳌﺨﺎﻃﺮ ﰲ ﺑﺪﺃ ﺍﻟﻌﻤﻞ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ‪.‬‬
‫‪ -‬ﳛﺒﺬ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﺘﻲ ﺗﺘﺴﻢ ﺑﻌﺪﻡ ﺍﻟﺘﺄﻛﺪ‪.‬‬
‫‪ -‬ﻳﺒﺎﺩﺭ ﺑﺘﻘﺪﻳﻢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺑﺒﻌﺾ ﺍﻟﺴﲈﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﻣﺜﻞ‪ :‬ﺍﳉﺴﻢ – ﺍﻟﺬﻛﺎﺀ‪ -‬ﺍﳊﺪﺱ‪ -‬ﺍﻻﻧﻔﺘﺎﺡ ﻋﲇ ﺍﳋﱪﺓ‪ -‬ﺍﳌﺜﺎﺑﺮﺓ‪ -‬ﺍﻟﺜﻘﺔ‬
‫ﺑﺎﻟﻨﻔﺲ‪ -‬ﺍﻻﺳﺘﻘﻼﻟﻴﺔ‪.‬‬
‫ﻭﺍﻧﻄﻼﻗ ﹰﺎ ﻣﻦ ﺍﳋﺼﺎﺋﺺ ﺃﻧﻔﺔ ﺍﻟﺬﻛﺮ ﻳﻤﻜﻦ ﺍﺳﺘﻨﺘﺎﺝ ﺑﻌﺾ ﺍﳋﺼﺎﺋﺺ‬
‫ﺍﻷﺧﺮﻱ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻋﲇ ﺍﻟﻨﺤﻮ ﺍﻵﰐ)‪:(١‬‬
‫‪ -‬ﻳﺒﻌﺪ ﻋﻦ ﺍﻟﺮﻭﺗﲔ‪.‬‬
‫‪ -‬ﻳﻘﺪﻡ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺒﻨﺎﺀﺓ‪.‬‬
‫‪ -‬ﻟﻪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳋﱪﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺘﻤﻴﺰﺓ‪.‬‬
‫‪ -‬ﻳﺒﺘﻌﺪ ﻋﻦ ﺍﳌﺮﻛﺰﻳﺔ ﺍﻟﺸﺪﻳﺪﺓ‪.‬‬
‫‪ -‬ﻳﺘﻘﺒﻞ ﺍﻟﻨﻘﺪ ﺍﻟﺒﻨﺎﺀ‪.‬‬
‫‪ -‬ﻳﻤﻴﻞ ﺇﱄ ﺍﳌﺮﻭﻧﺔ ﻭﻋﺪﻡ ﺍﳉﻤﻮﺩ‪.‬‬
‫‪ -‬ﻳﻘﺪﻡ ﻋﺪﺩ ﹰﺍ ﻣﻦ ﺍﳊﻠﻮﻝ ﻭﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫‪ -‬ﻳﺴﻌﻲ ﻧﺤﻮ ﺍﻟﺘﺠﺪﻳﺪ ﻭﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‪.‬‬

‫)‪ (١‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.١٠٩-١٠٨‬‬

‫‪39‬‬
 ‫‪‬‬

‫‪NԜ仇€a@fib‡€a@êcä€@ÚÓ‡ÓÁb–‡€a@pb”˝»€a@ZbĆ Ó„bq‬‬
‫ﺍﺭﺗﺒﻂ ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺑﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺘﺪﺍﺧﻠﺔ‬
‫ﻣﻌﻪ‪ ،‬ﻟﺬﻟﻚ ﻭﺟﺐ ﻋﺮﺽ ﺗﻠﻚ ﺍﳌﻔﺎﻫﻴﻢ ﻟﴬﻭﺭﺓ ﺍﻟﺘﻤﻴﻴﺰ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻫﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ ﻋﲇ ﺍﻟﺘﻮﺍﱄ‪ ،‬ﻫﻲ‪:‬‬
‫‪ (١‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪.‬‬
‫‪ (٢‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ‪.‬‬
‫‪ (٣‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪NHHuman@CapitalI@äíj€a@fib‡€a@êcâ@‚ÏË–fl@Z¸Ć Îc‬‬
‫ﻣﺜﻞ ﻇﻬﻮﺭ ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺗﻄﻮﺭ ﹰﺍ ﻋﻦ ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﻟﺒﴩﻱ‪ ،‬ﻛﲈ ﺗﻢ ﺍﻹﺷﺎﺭﺓ ﺳﺎﺑﻘ ﹰﺎ‪ ،‬ﻭﻣﻦ ﺃﺟﻞ ﳏﺎﻭﻟﺔ ﺍﻟﺘﻤﻴﻴﺰ ﺑﻴﻨﻬﲈ ﻻﺑﺪ ﻣﻦ‬
‫ﺍﻟﺘﻄﺮﻕ ﳌﻀﻤﻮﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪.‬‬
‫ﺑﺪﺃ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺼﻄﻠﺢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻣﻨﺬ ﺃﻭﺍﺋﻞ ﺍﻟﺴﺘﻴﻨﺎﺕ ﻣﻦ‬
‫ﺍﻟﻘﺮﻥ ﺍﻟﻌﴩﻳﻦ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﺗﺆﻛﺪﻩ ﻛﺘﺎﺑﺎﺕ )ﺷﻮﻟﺘﺰ( ﺳﻨﺔ ‪ ١٩٦١‬ﻭﻛﺘﺎﺑﺎﺕ‬
‫)ﺑﻴﻜﺮ( ﺳﻨﺔ ‪ ،١٩٦٤‬ﻭﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺬﻳﻦ ﻳﻌﻴﺪﻭﻥ ﺑﺪﺍﻳﺎﺕ ﺍﻻﻫﺘﲈﻡ‬
‫ﺑﺮﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﺇﱄ ﺁﺩﻡ ﺳﻤﻴﺚ ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﺜﺎﻣﻦ ﻋﴩ‪ ،‬ﺑﻤﺮﺍﺟﻌﺔ ﺍﻷﺩﺏ‬
‫ﺍﻟﻨﻈﺮﻱ ﳌﻮﺿﻮﻉ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻳﻼﺣﻆ ﺃﻥ ﻫﻨﺎﻙ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ‬
‫ﻭﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﳍﺬﺍ ﺍﳌﺼﻄﻠﺢ ﻭﻣﻦ ﻫﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻟﺘﻌﺮﻳﻔﺎﺕ‪:‬‬
‫ﻓﺎﺻﻄﻼﺡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﺃﻃﻠﻖ ﻋﲇ ﳎﻤﻮﻋﺔ ﺍﳌﻬﺎﺭﺍﺕ‬

‫‪40‬‬
‫‪‬‬

‫ﻭﺍﳋﱪﺍﺕ ﺍﳌﱰﺍﻛﻤﺔ ﰲ ﺍﻟﻌﻨﴫ ﺍﻟﺒﴩﻱ‪ ،‬ﰲ ﺣﲔ ﺃﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬

‫ﻳﺘﻀﻤﻦ ﺍﻟﱰﻛﻴﺰ ﻋﲇ ﺍﻟﻘﻮﻱ ﺍﻟﺬﻫﻨﻴﺔ ﻛﺄﺻﻞ ﻣﻦ ﺃﺻﻮﻝ ﺍﳌﻨﻈﻤﺔ ﻏﲑ ﺍﳌﺎﺩﻳﺔ‬
‫ﻭﺍﻟﺬﻱ ﻳﺆﺛﺮ ﰲ ﺭﺑﺤﻴﺔ ﺍﳌﻨﻈﻤﺔ ﻛﺄﺻﻮﳍﺎ ﺍﳌﺎﺩﻳﺔ‪.‬‬
‫ﻓﺮﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻳﺸﲑ ﺇﱄ ﺗﻠﻚ ﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﻟﺒﴩﻳﺔ ﺍﳌﺘﺒﺎﻳﻨﺔ ﰲ ﻣﺴﺘﻮﻱ ﺃﺩﺍﺀ ﺍﳌﻨﻈﻤﺔ ﺣﺎﻟﻴ ﹰﺎ ﺃﻭ ﺍﻟﺘﻲ ﺳﺘﻬﻴﺄ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‬
‫ﺃﻭ ﺍﳌﻌﻄﻠﺔ ﻣﻨﻬﺎ ﺑﺴﺒﺐ ﺣﻮﺍﺩﺙ ﻭﺇﺻﺎﺑﺎﺕ ﺍﻟﻌﻤﻞ ﺃﻭ ﺍﻷﺟﺎﺯﺍﺕ‪ ،‬ﻭﺍﻟﺘﻲ‬
‫ﻳﻨﻄﺒﻖ ﻋﻠﻴﻬﺎ ﺍﳊﺪ ﺍﻷﺩﲏ ﻣﻦ ﻭﺻﻒ ﻭﻣﻮﺍﺻﻔﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﺗﻘﻊ ﻋﻠﻴﻬﺎ‬
‫ﻣﺴﺆﻭﻟﻴﺔ ﺗﻨﻔﻴﺬ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻨﻈﻤﺔ“‪.‬‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻫﻮ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻹﻣﻜﺎﻧﺎﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ‬
‫ﻭﺍﻟﺼﻔﺎﺕ ﻭﺍﳋﺼﺎﺋﺺ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﻜﺎﻣﻨﺔ ﰲ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﺘﻲ ﳍﺎ ﺻﻠﺔ‬
‫ﻭﺍﺭﺗﺒﺎﻁ ﺑﺎﻟﻨﺸﺎﻁ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻛﲈ ﺃﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻻ ﻳﺮﻛﺰ ﻓﻘﻂ‬
‫ﻋﲇ ﻣﺎ ﻳﻤﺘﻠﻜﻪ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﻣﻌﺮﻓﺔ ﻭﻣﻬﺎﺭﺍﺕ ﻭﻣﺎ ﻳﻤﺘﻠﻜﻮﻧﻪ ﻣﻦ ﻗﺪﺭﺍﺕ‬
‫ﻭﺻﻔﺎﺕ ﻭﺧﺼﺎﺋﺺ‪ ،‬ﺇﻧﲈ ﻳﺸﲑ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﺇﱄ ﺍﳌﺪﻱ ﺍﻟﺬﻱ ﻳﻤﻜﻦ ﺃﻥ‬
‫ﻳﺴﺘﺨﺪﻡ ﻓﻴﻪ ﺍﻷﻓﺮﺍﺩ ﻛﻞ ﻣﺎ ﺗﻌﻠﻤﻮﻧﻪ ﻭﻣﺎ ﻳﻤﺘﻠﻜﻮﻧﻪ ﺍﺳﺘﺨﺪﺍﻣ ﹰﺎ ﻣﻨﺘﺠ ﹰﺎ‬
‫ﻣﺮﺗﺒﻄ ﹰﺎ ﺑﺎﻟﻨﺸﺎﻁ ﺍﻻﻗﺘﺼﺎﺩﻱ)‪.(١‬‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻫﻮ ﺃﺻﻞ ﻏﲑ ﻣﻠﻤﻮﺱ ﺿﻤﻦ ﻃﺎﻗﺔ ﺍﳌﻨﻈﻤﺔ‪،‬‬
‫ﻭﻫﺬﺍ ﺍﻷﺻﻞ ﻳﺪﻋﻢ ﻭﻳﻌﺰﺯ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﻋﻤﻠﻴﺎﺕ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‬
‫‪(1) Woodhall, M., Human Capital concepts , In G. Psacharopoulos (Ed.),‬‬
‫‪Economics of Educaon: Research and studies, Pergamon, Oxford,‬‬
‫‪1987, pp2123-.‬‬

‫‪41‬‬
 ‫‪‬‬

‫ﻭﻋﻤﻠﻴﺎﺕ ﺗﺸﻐﻴﻞ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻷﻓﻀﻞ‪ ،‬ﻭﻫﻮ ﻳﺘﻔﺎﻭﺕ ﺑﲔ ﻣﻨﻈﻤﺔ‬

‫ﻭﺃﺧﺮﻱ‪ ،‬ﻓﻬﻮ ﻗﺪ ﻳﻜﻮﻥ ﻭﺍﻓﺮ ﹰﺍ ﻭﻏﺰﻳﺮ ﹰﺍ ﰲ ﻣﻨﻈﻤﺔ ﻣﺎ‪ ،‬ﻭﻗﺪ ﻳﺸﻬﺪ ﺣﺎﻟﺔ ﻣﻦ‬
‫ﺍﻟﻀﻌﻒ ﻭﺍﻟﱰﺍﺟﻊ ﰲ ﻣﻨﻈﻤﺔ ﺃﺧﺮﻱ)‪.(١‬‬
‫ﻭﻳﻌﺮﻑ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﺑﺄﻧﻪ ”ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻟﻠﻤﺘﺨﺼﺼﲔ‬
‫ﻭﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺘﺨﺪﻡ ﻟﺘﻘﺪﻳﻢ ﺧﺪﻣﺎﺕ ﻗﻴﻤﺔ“ ﻛﲈ ﺃﻧﻪ ” ﺍﳌﻌﺮﻓﺔ ﺍﻟﻀﻤﻨﻴﺔ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺃﺫﻫﺎﻥ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺗﻮﺟﻬﺎﺕ‬
‫ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﻫﻮ ﻳﻔﻘﺪ ﺑﻤﻐﺎﺩﺭﺓ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﳌﻨﻈﻤﺔ“‪.‬‬
‫ﻭﺃﺧﲑ ﹰﺍ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻫﻮ ﳎﻤﻮﻋﺔ ﺍﻷﺻﻮﻝ ﺍﻟﺘﻲ ﳚﻠﺒﻬﺎ ﺍﻟﻔﺮﺩ‬
‫ﻣﻌﻪ ﺇﱄ ﺍﳌﻨﻈﻤﺔ ﻣﺜﻞ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻟﻌﻤﺮ‬
‫ﻭﺍﳋﱪﺓ ﺍﳌﻬﻨﻴﺔ ﻭﻏﲑﻫﺎ‪ ،‬ﻭﻫﻲ ﰲ ﳎﻤﻮﻋﻬﺎ ﻭﺗﺮﺍﻛﻤﻬﺎ ) ﻣﻦ ﳎﻤﻮﻋﺔ‬
‫ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻨﻈﻤﺔ( ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪ .‬ﻭﻫﺬﻩ‬
‫ﺍﻷﺻﻮﻝ ﺃﻭ ﺍﻟﻌﻨﺎﴏ )ﺍﻟﺘﻲ ﳚﻠﺒﻬﺎ ﻛﻞ ﻓﺮﺩ ﻣﻌﻪ ﺇﱄ ﺍﳌﻨﻈﻤﺔ( ﻳﻔﱰﺽ ﺃﳖﺎ‬
‫ﺗﺆﺩﻱ ﺇﱄ ﺇﺣﺪﺍﺙ ﺗﺄﺛﲑﺍﺕ ﺇﳚﺎﺑﻴﺔ ﻭﺇﱄ ﲢﻘﻴﻖ ﺍﻟﺘﻘﺪﻡ ﺍﳌﻬﻨﻲ ﻭﺗﺆﺩﻱ ﺇﱄ‬
‫ﺯﻳﺎﺩﺓ ﻗﻴﻤﺔ ﺍﻟﻔﺮﺩ ﰲ ﻧﻈﺮ ﺇﺩﺍﺭﺓ ﺍﳌﻨﻈﻤﺔ)‪.(٢‬‬
‫ﻭﻳﺮﺗﺒﻂ ﺑﻤﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻣﻔﻬﻮﻡ ﺁﺧﺮ ﻫﻮ ﻣﻔﻬﻮﻡ‬
‫‪(1) - Black, S.E.&Lynch, L.M., Human Capital investment and producvity,‬‬
‫‪The American Economic Review, 1996, pp263267-.‬‬
‫‪(2) Becker, G.S., Human Capital Chicago, Press Combsm J.G, University‬‬
‫‪of Chicago.,1993 &Skill, M.S, Managerialist and human capital‬‬
‫‪explanaons for key execuve pay premiums: Aconngency‬‬
‫‪perspecve, Academy of Management Journal, 2003.‬‬

‫‪42‬‬
‫‪‬‬

‫ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪ ،‬ﻳﻌﺮﻑ ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‬

‫ﺑﺄﻧﻪ ﺍﻹﻧﻔﺎﻕ ﻋﲇ ﺗﻄﻮﻳﺮ ﻗﺪﺭﺍﺕ ﻭﻣﻬﺎﺭﺍﺕ ﻭﻣﻮﺍﻫﺐ ﺍﻹﻧﺴﺎﻥ ﻋﲇ ﻧﺤﻮ‬
‫ﻳﻤﻜﻨﻪ ﻣﻦ ﺯﻳﺎﺩﺓ ﺇﻧﺘﺎﺟﻴﺘﻪ)‪.(١‬‬
‫ﻭﻳﻌﺮﻑ ﻛﺬﻟﻚ )ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ( ﺑﺄﻧﻪ ”ﳎﻤﻮﻋﺔ ﺍﳌﻔﺎﻫﻴﻢ‬
‫ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ ﻭﻋﻨﺎﴏ ﺍﻷﺩﺍﺀ‬
‫ﻣﻦ ﺟﻬﺔ ﺛﺎﻧﻴﺔ‪ ،‬ﻭﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﻭﺍﳌﺜﻞ ﻭﺍﻟﻘﻴﻢ ﻣﻦ ﺟﻬﺔ‬
‫ﺛﺎﻟﺜﺔ‪ ،‬ﺍﻟﺘﻲ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ ﻋﻦ ﻃﺮﻳﻖ ﻧﻈﻢ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻨﻈﺎﻣﻴﺔ ﻭﻏﲑ‬
‫ﺍﻟﻨﻈﺎﻣﻴﺔ‪ ،‬ﻭﺍﻟﺘﻰ ﺗﺴﺎﻫﻢ ﰲ ﲢﺴﲔ ﺇﻧﺘﺎﺟﻴﺘﻪ ﻭﺑﺎﻟﺘﺎﱄ ﺗﺰﻳﺪ ﻣﻦ ﺍﳌﻨﺎﻓﻊ‬
‫ﻭﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﻋﻤﻠﻪ‪.‬‬
‫ﻛﲈ ﻳﻤﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﺑﺄﻧﻪ )ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺟﺰﺀ ﻣﻦ ﻣﺪﺧﺮﺍﺕ ﺍﳌﺠﺘﻤﻊ ﺃﻭ ﺍﻷﻓﺮﺍﺩ ﰲ ﺗﻄﻮﻳﺮ ﻗﺪﺭﺍﺕ ﻭﻣﻬﺎﺭﺍﺕ‬
‫ﻭﻣﻌﻠﻮﻣﺎﺕ ﻭﺳﻠﻮﻛﻴﺎﺕ ﺍﻟﻔﺮﺩ ﲠﺪﻑ ﺭﻓﻊ ﻃﺎﻗﺘﻪ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺑﺎﻟﺘﺎﱄ ﻃﺎﻗﺔ‬
‫ﺍﳌﺠﺘﻤﻊ ﺍﻟﻜﻠﻴﺔ ﻹﻧﺘﺎﺝ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ ﺇﱄ ﲢﻘﻖ ﺍﻟﺮﻓﺎﻫﻴﺔ‬
‫ﻟﻠﻤﺠﺘﻤﻊ ﻛﺬﻟﻚ ﻹﻋﺪﺍﺩﻩ ﻟﻴﻜﻮﻥ ﻣﻮﺍﻃﻨ ﹰﺎ ﺻﺎﳊ ﹰﺎ ﰲ ﳎﺘﻤﻌﻪ)‪.(٢‬‬
‫‪Näíj€a@fib‡€a@êcâ@Ôœ@âb‡rnç¸a@paÖÜzfl‬‬
‫ﺗﺮﺗﺒﻂ ﻋﻤﻠﻴﺔ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﺑﺠﺎﻧﺒﲔ ﻣﺘﻼﺯﻣﲔ‪ ،‬ﺃﻭﳍﲈ ﳜﺘﺺ‬
‫)‪ (١‬ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﺍﻟﻜﺒﻴﴘ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪،‬‬
‫‪ ،٢٠٠٥‬ﺹ ‪.٨٧‬‬
‫)‪ (٢‬ﻓﺮﻋﻮﻥ ﺍﳏﻤﺪ‪ ،‬ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻛﻤﺪﺧﻞ ﺣﺪﻳﺚ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﴩﻳﺔ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺘﺎﺡ ﻋﲇ ﺍﻟﺮﺍﺑﻂ ﺍﻟﺘﺎﱄ‪http://www.abhatoo.net.ma :‬‬

‫‪43‬‬
 ‫‪‬‬

‫ﺑﺎﻛﺘﺴﺎﺏ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻬﺎﺭﺓ ﻣﺸﻜ ﹰ‬

‫ﻼ ﺟﺎﻧﺐ ﺍﻟﺘﺄﻫﻴﻞ‪ ،‬ﻭﺛﺎﻧﻴﻬﲈ ﻳﺘﻌﻠﻖ‬
‫ﺑﻘﻀﺎﻳﺎ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺘﻮﻇﻴﻒ‪ ،‬ﻭﻫﺬﺍﻥ ﺍﳉﺎﻧﺒﺎﻥ ﳘﺎ ﺍﻷﺳﺎﺱ ﰲ ﺗﻜﻮﻳﻦ‬
‫ﳏﺪﺩﺍﺕ ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪ ،‬ﻫﻲ‪:‬‬
‫‪ (١‬ﺍﻟﺘﺨﻄﻴﻂ‪ :‬ﻭﻳﻌﻨﻲ ﻭﺿﻊ ﺍﻷﺳﺲ ﺍﻟﻼﺯﻣﺔ ﻟﺒﻨﺎﺀ ﺍﻹﻧﺴﺎﻥ ﻭﲢﺪﻳﺪﺍ‬
‫ﺍﺣﺘﻴﺎﺟﺎﺗﻪ ﻣﻦ ﺍﳌﻬﺎﺭﺓ ﻭﺍﳌﻌﺮﻓﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ ﻭﻏﲑﻫﺎ ﻭﺍﻟﻄﺮﻕ‬
‫ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻔﻌﺎﻟﺔ ﻟﺘﻮﻓﲑ ﺗﻠﻚ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﻋﱪ ﻣﺮﺍﺣﻞ ﺯﻣﻨﻴﺔ ﳏﺪﺩﺓ‪.‬‬
‫‪ (٢‬ﺍﻟﺘﻨﻤﻴﺔ‪ :‬ﻳﺸﻜﻞ ﻫﺬﺍ ﺍﻟﻌﻨﴫ ﺍﻹﻃﺎﺭ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﺍﻟﺘﻨﻔﻴﺬﻱ‬
‫ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﳏﻮﺭ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺇﻧﺠﺎﺯ ﺑﺮﺍﳎﻪ ﺣﻴﺚ ﻳﺘﻢ ﻣﻦ ﺧﻼﻟﻪ‬
‫ﺗﻮﻓﲑ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻠﻘﻴﺎﻡ ﺑﺨﻄﻮﺍﺕ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﴩﻳﺔ ﺷﺎﻣﻠﺔ ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻟﺪﻱ‬
‫ﺍﻟﻔﺮﺩ ﻟﺘﺄﻫﻴﻠﻪ ﳌﲈﺭﺳﺔ ﻣﺴﺆﻭﻟﻴﺎﺗﻪ ﻛﻤﻮﺍﻃﻦ ﻣﻨﺘﺞ‪.‬‬
‫‪ (٣‬ﺍﻟﺘﻮﻇﻴﻒ‪ :‬ﻭﻳﺘﻢ ﻣﻦ ﺧﻼﻟﻪ ﺇﺗﺎﺣﺔ ﻓﺮﺹ ﺍﻟﻌﻤﻞ ﻟﻠﻘﻮﻱ ﺍﻟﺒﴩﻳﺔ‬
‫ﺍﻟﺘﻲ ﻳﺘﻢ ﺗﻨﻤﻴﺘﻬﺎ ﻭﺗﺄﻫﻴﻠﻬﺎ ﻣﻦ ﺧﻼﻝ ﺑﺮﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺑﲈ ﻳﻤﻜﻦ‬
‫ﻣﻦ ﺍﺳﺘﻐﻼﻝ ﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺍﻛﺘﺴﺒﻬﺎ ﰲ ﺇﻧﺘﺎﺝ ﺍﻟﺴﻠﻊ ﻭﺗﻘﺪﻳﻢ‬
‫ﺍﳋﺪﻣﺎﺕ ﻟﻠﻤﺠﺘﻤﻊ ﻭﺍﻹﺳﻬﺎﻡ ﰲ ﺗﻮﻓﲑ ﺍﺣﺘﻴﺎﺟﺎﺗﻪ‪.‬‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪:‬‬
‫ﻳﻌﺪ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﺃﺣﺪ ﻣﻜﻮﻧﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻛﲈ ﺳﻨﺮﻱ‬
‫ﻻﺣﻘ ﹰﺎ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺃﻋﻢ ﻭﺃﺷﻤﻞ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪.‬‬

‫‪44‬‬
‫‪‬‬

‫‪Ô«b‡nu¸a@fib‡€a@êcâ@‚ÏË–fl@ZbÓ„bq‬‬
‫ﺇﻥ ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳋﻼﻓﻴﺔ ﺍﻟﺘﻲ ﻳﺪﻭﺭ‬
‫ﺣﻮﳍﺎ ﺍﳉﺪﻝ ﺑﲔ ﺍﻟﻜﺘﺎﺏ ﻭﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﳌﻔﻜﺮﻳﻦ ﻭﺍﻷﻛﺎﺩﻳﻤﻴﲔ‪ ،‬ﺣﻴﺚ ﻻ‬
‫ﻳﻮﺟﺪ ﺍﺗﻔﺎﻕ ﻋﲇ ﺗﻌﺮﻳﻔﻪ‪ ،‬ﻭﻻ ﻳﻘﺘﴫ ﺍﺧﺘﻼﻑ ﺍﻟﻜﺘﺎﺏ ﺣﻮﻝ ﺗﻌﺮﻳﻔﻪ‪،‬‬
‫ﻭﺇﻧﲈ ﳜﺘﻠﻔﻮﻥ ﺣﻮﻝ ﻧﺸﺄﺗﻪ ﻭﻣﺼﺪﺭ ﺗﻜﻮﻳﻨﻪ ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ ﻭﻃﺮﻕ ﻗﻴﺎﺳﻪ‪.‬‬
‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﻗﺪ ﺗﻜﻮﻥ ﻗﻮﺓ ﳏﺮﻛﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﻳﻤﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳊﺴﻨﺔ ﺃﺣﺪ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ‪ ،‬ﻣﻦ‬
‫ﺧﻼﻝ ﲢﻘﻴﻖ ﺍﻷﺩﺍﺀ ﺍﻟﻌﺎﱄ ﻭﺍﺳﺘﻤﺮﺍﺭﻩ ﻋﲇ ﺍﳌﺪﻱ ﺍﻟﺒﻌﻴﺪ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺍﻻﺳﺘﺜﲈﺭ‬
‫ﰲ ﺍﻟﻌﻼﻗﺎﺕ ﻟﻪ ﻋﻮﺍﺋﺪ ﻓﻌﻠﻴﺔ ﻋﲇ ﺍﻹﺩﺍﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﻦ‬
‫ﺧﻼﻝ ﺟﻌﻞ ﺍﻟﻌﺎﻣﻠﲔ ﻣﺮﺗﺒﻄﲔ ﺑﻌﻀﻬﻢ ﺑﺒﻌﺾ‪ ،‬ﻭﻟﻌﻞ ﻣﻦ ﺃﺑﺮﺯ ﺍﳌﻔﻜﺮﻳﻦ‬
‫ﺍﳌﻨﻈﺮﻳﻦ ﰲ ﳎﺎﻝ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ )‪ ،(Putnam‬ﺣﻴﺚ ﲢﺪﺙ ﻋﻦ‬
‫ﺍﻟﻘﺎﺑﻠﻴﺔ ﺇﱄ ﺍﻻﻧﺘﲈﺋﻴﺔ – ﺑﻌﺒﺎﺭﺓ ﺃﺧﺮ￯ ﺍﻟﺰﻣﺎﻟﺔ ﺃﻭ ﺍﻟﺼﺪﺍﻗﺔ ﺍﳊﻘﻴﻘﻴﺔ‪ -‬ﻭﺧﻠﻖ‬
‫ﺍﻟﺜﻘﺔ ﻛﴩﻃﲔ ﻣﺴﺒﻘﲔ ﻟﻠﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﲈ ﻋﲇ ﺍﳌﺆﺳﺴﺎﺕ ﺇﻻ‬
‫ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﻫﺬﻳﻦ ﺍﳌﺘﻐﲑﻳﻦ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻟﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ‪.‬‬
‫‪Veblen-‬‬ ‫ﻭﻣﻦ ﺑﻴﻨﻬﻢ‬ ‫‪Putnam‬‬ ‫ﻭﺃﻛﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻔﻜﺮﻳﻦ ﺑﻌﺪ‬
‫ﻋﲇ ﺃﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﰲ‬ ‫‪Maeshall‬‬

‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ‪ ،‬ﻭﻣﻮﺭﺩ ﻣﻌﻨﻮﻱ ﻭﺍﻋﺘﺒﺎﺭﻱ ﻭﺃﺧﻼﻗﻲ‪ ،‬ﳞﺘﻢ ﺑﻤﺰﺍﻳﺎ‬

‫ﺍﻟﺘﻨﻈﻴﻢ ﺍﻻﺟﺘﲈﻋﻲ ﻭﲢﻘﻴﻖ ﺍﻷﻟﻔﺔ ﻭﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﺴﻴﻖ ﺍﻟﻔﻌﺎﻝ ﳌﻮﺍﺭﺩﻩ‬

‫‪45‬‬
 ‫‪‬‬

‫ﺍﳌﻄﻠﻮﺏ ﺍﻻﺳﺘﺜﲈﺭ ﻓﻴﻬﺎ ﻋﲇ ﺃﺣﺴﻦ ﻭﺟﻪ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﺜﻘﺔ ﺑﲔ ﺍﻷﻓﺮﺍﺩ‬

‫ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ)‪.(١‬‬
‫ﺍﺧﺘﻠﻒ ﺍﻟﻜﺘﺎﺏ ﺣﻮﻝ ﻧﺸﺄﺓ ﺍﳌﻔﻬﻮﻡ‪ ،‬ﻓﻬﻨﺎﻙ ﻣﻦ ﻳﻌﻴﺪﻭﻥ ﻧﺸﺄﺗﻪ‬
‫ﺇﱄ ﻛﺘﺎﺑﺎﺕ ﺃﺭﺳﻄﻮ‪ ،‬ﺩﻭﺭﻛﺎﻳﻢ‪ ،‬ﻣﺎﺭﻛﺲ‪ ،‬ﻭﺁﺩﻡ ﺳﻴﻤﺚ ﻭﻏﲑﻫﻢ ﻣﻦ‬
‫ﺍﻟﻔﻼﺳﻔﺔ ﻭﺍﻟﻜﺘﺎﺏ‪ ،‬ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﺍﻋﺘﻘﺎﺩ ﺑﺄﻥ ﺍﻹﺷﺎﺭﺓ ﺇﱄ ﻣﻔﻬﻮﻡ ”ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ“ ﺑﺸﻜﻞ ﴏﻳﺢ ﻭﻭﺍﺿﺢ ﺟﺎﺀﺕ ﺣﺪﻳﺜ ﹰﺎ ﻋﺎﻡ ‪ ١٩١٦‬ﻋﲇ‬
‫ﻳﺪ ﺍﳌﺮﺷﺪ ﺍﻟﱰﺑﻮﻱ )‪ ،(Lyda Hanifan‬ﻳﺮﻱ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﺑﺄﻥ ﺗﻄﻮﺭ‬
‫ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﺟﺎﺀ ﻣﻦ ﺧﻼﻝ ﺛﻼﺛﺔ ﻣﻦ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺬﻳﻦ ﳍﻢ‬
‫ﺍﻟﻔﻀﻞ ﰲ ﺗﻘﺪﻳﻤﻪ ﺇﱄ ﺍﳉﺪﻝ ﺍﻟﻨﻈﺮﻱ‪ ،‬ﻭﻫﺆﻻﺀ ﻫﻢ)‪:(٢‬‬
‫‪ -١‬ﺑﻴﲑ ﺑﻮﺭﺩﻳﻮ )‪.(Pierre Bourdieu‬‬
‫‪ -٢‬ﺟﻴﻤﺲ ﻛﻮﳌﺎﻥ )‪.(Colman James‬‬
‫‪ -٣‬ﺭﻭﺑﺮﺕ ﺑﻮﺗﻨﺎﻡ )‪.(Robert Putnam‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱄ ﻫﺆﻻﺀ ﻋﺮﻓﻪ )‪ (Lyda Hanifan‬ﺍﳌﺮﺷﺪ ﺍﻟﱰﺑﻮﻱ ﺑﺄﻧﻪ ”‬
‫ﺍﻷﺻﻮﻝ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻟﺘﻲ ﲢﺴﺐ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﻟﻠﻨﺎﺱ‪ ،‬ﻣﺜﻞ ﺍﻟﻨﻴﺔ ﺍﳊﺴﻨﺔ‪،‬‬
‫ﺍﻟﺰﻣﺎﻟﺔ‪ ،‬ﺍﻟﺘﻌﺎﻃﻒ‪ ،‬ﻭﺍﻻﺗﺼﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻌﻼﺋﻼﺕ‬
‫)‪ (١‬ﻏﻮﻝ ﻓﺮﺣﺎﺕ‪ ،‬ﺇﺩﺍﺭﺓ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪،‬ﺍﳌﻠﺘﻘﻲ ﺍﻟﺪﻭﱄ‬
‫ﺣﻮﻝ »ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﰲ ﻣﻨﻈﲈﺕ ﺍﻷﻋﲈﻝ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻻﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﺍﻟﺸﻠﻒ‪ ،‬ﺍﳉﺰﺍﴍ‪ ،‬ﺧﻼﻝ ﺍﻟﻔﱰﺓ ﻣﻦ ‪١٣‬ﺇﱄ ‪ ١٤‬ﺩﻳﺴﻤﱪ ‪ ،٢٠١١‬ﺹ ﺹ ‪.٥-٣‬‬
‫)‪ (٢‬ﻧﺎﺩﻳﺔ ﺃﺑﻮ ﺯﺍﻫﺮ‪ ،‬ﳏﺎﻭﻟﺔ ﻟﻔﻬﻢ ﺇﺷﻜﺎﻟﻴﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ‪ ،‬ﳎﻠﺔ ﻋﻠﻮﻡ ﺇﻧﺴﺎﻧﻴﺔ‪،‬‬
‫ﺍﻟﻌﺪﺩ ‪ ،٤٦‬ﺍﻟﺴﻨﺔ ‪.٢٠١٠ ،٨‬‬

‫‪46‬‬
‫‪‬‬

‫ﺍﻟﺬﻳﻦ ﻳﺸﻜﻠﻮﻥ ﻭﺣﺪﺓ ﺍﺟﺘﲈﻋﻴﺔ“‪.‬‬

‫ﻭﺑﺎﻻﻧﺘﻘﺎﻝ ﺇﱄ )‪ (Bourdieu‬ﻓﺮﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﻫﻮ ”ﳎﻤﻮﻉ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﻔﻌﻠﻴﺔ ﺃﻭ ﺍﳌﺤﺘﻤﻠﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻣﺘﻼﻙ ﺷﺒﻜﺔ ﻣﺘﻴﻨﺔ ﻣﻦ ﻋﻼﻗﺎﺕ‬
‫ﺍﻟﺘﻌﺮﻑ ﻭﺍﻻﻋﱰﺍﻑ ﺍﳌﺘﺒﺎﺩﻟﺔ ﺍﳌﲈﺳﺴﺔ ﺗﻘﺮﻳﺒ ﹰﺎ‪.‬‬
‫”ﻳﺘﻜﻮﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻴﻪ ﻣﻦ )ﺍﻻﻟﺘﺰﺍﻣﺎﺕ‬
‫ﺍﻻﺟﺘﲈﻋﻴﺔ ”ﺍﺗﺼﺎﻻﺕ“ ﺍﻟﺘﻲ ﻫﻲ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺤﻮﻳﻞ‪ ،‬ﰲ ﻇﺮﻭﻑ ﻣﻌﻴﻨﺔ‪،‬‬
‫ﺇﱄ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﻗﺘﺼﺎﺩﻱ“‪ .‬ﻭﳚﺎﺩﻝ )‪ (Bourdieu‬ﺑﺄﻥ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ‬
‫ﺃﺷﻜﺎﻝ ﺭﺃﺱ ﺍﳌﺎﻝ ﺗﺘﻐﲑ ﻣﻦ ﺧﻼﻝ ﻣﺴﺎﺭﺍﺕ ﺍﻟﻔﻀﺎﺀ ﺍﻻﺟﺘﲈﻋﻲ‪ ،‬ﻭﻫﺬﺍ‬
‫ﻳﺆﺛﺮ ﻋﲇ ﻣﺎ ﺳﲈﻩ )‪” (Bourdieu‬ﺍﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺇﻋﺎﺩﺓ ﺍﻟﺘﺤﻮﻳﻞ“ ﺍﻟﺘﻲ ﻣﻦ‬
‫ﺍﳌﻤﻜﻦ ﺃﻥ ﲢﻮﻝ ﺍﻷﺻﻮﻝ ﻣﻦ ﺷﻜﻞ ﺭﺃﺱ ﺍﳌﺎﻝ ﻟﺸﻜﻞ ﺁﺧﺮ ﻋﱪ ﺍﻟﺰﻣﻦ‬
‫ﻭﻳﻨﺎﻗﺶ ﺑﺄﻥ‪ :‬ﺣﺠﻢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﺍﻟﺘﻲ ﻳﻤﺘﻠﻜﻬﺎ ﺍﻟﻮﻛﻴﻞ‪....‬‬
‫ﻳﻌﺘﻤﺪ ﻋﲇ ﺣﺠﻢ ﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻨﻪ ﺗﻌﺒﺌﺘﻬﺎ ﺑﻔﺎﻋﻠﻴﺔ ﻭﻋﲇ‬
‫ﺣﺠﻢ ﺭﺃﺱ ﺍﳌﺎﻝ )ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﺍﻟﺜﻘﺎﰲ‪ ،‬ﺃﻭ ﺍﻟﺮﻣﺰﻱ( ﺍﻟﺬﻱ ﺍﻣﺘﻠﻜﻪ ﺑﺤﻜﻢ‬
‫ﺣﻘﻪ ﺍﻟﺸﺨﴢ ﺑﻜﻞ ﻫﺆﻻﺀ ﺍﻟﺬﻳﻦ ﺍﺭﺗﺒﻂ ﲠﻢ‪.‬‬
‫ﻭﺑﺎﻻﻧﺘﻘﺎﻝ ﺇﱄ )‪ (Putnam‬ﻋﺮﻑ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﺑﺄﻧﻪ ﻳﺸﲑ‬
‫ﺇﱄ )ﻣﻌﺎﱂ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻻﺟﺘﲈﻋﻲ‪ ،‬ﻣﺜﻞ ﺍﻟﺜﻘﺔ‪ ،‬ﻭﺍﳌﻌﺎﻳﲑ‪ ،‬ﻭﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﺍﻟﺘﻲ‬
‫ﻳﻤﻜﻦ ﺃﻥ ﲢﺴﻦ ﻣﻦ ﻛﻔﺎﺀﺓ ﺍﳌﺠﺘﻤﻊ ﰲ ﺗﺴﻬﻴﻞ ﺃﻋﲈﻝ ﻣﻨﺴﻘﺔ)‪.(١‬‬
‫ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ :‬ﻳﻌﺘﱪ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﺃﺣﺪ ﺃﺑﺮﺯ‬

‫)‪ (١‬ﻏﻮﻝ ﻓﺮﺣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٩-٨‬‬

‫‪47‬‬
 ‫‪‬‬

‫ﻣﻜﻮﻧﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﻟﻘﺪ ﺃﺧﺬ ﻧﻄﺎﻗﻪ ﻛﻤﻔﻬﻮﻡ‬

‫ﺳﻠﻮﻛﻲ ﻳﺘﺴﻊ ﻟﻴﺸﻤﻞ ﺷﺒﻜﺔ ﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﺍﻻﺟﺘﲈﻋﻴﺔ ﺍﳌﺒﻨﻴﺔ ﻋﲇ ﺍﻟﺜﻘﺔ‬
‫ﺍﳌﺘﺒﺎﺩﻟﺔ ﻭﺍﻟﺘﻔﺎﻋﻞ ﺍﻻﺟﺘﲈﻋﻲ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻗﺪ ﻳﺘﻄﻠﺐ ﻭﻗﺘ ﹰﺎ ﻣﻦ ﺃﺟﻞ ﺍﻟﻮﺻﻮﻝ‬
‫ﺇﻟﻴﻬﲈ‪ ،‬ﻭﻣﺎ ﻳﺆﺩﻱ ﺑﻌﺪ ﺫﻟﻚ ﺇﱄ ﺑﻴﺌﺔ ﺗﻌﺎﻭﻧﻴﺔ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻣﻨﻪ ﲢﻘﻴﻖ ﺍﳌﻴﺰﺓ‬
‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ‪.‬‬
‫ﺑﻌﺒﺎﺭﺓ ﺃﺧﺮﻱ ﻳﻤﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﲈﻋﻴﺔ ﺍﳌﺘﻄﻮﺭﺓ ﰲ‬
‫ﻣﻮﺍﻗﻊ ﺍﻟﻌﻤﻞ ﻭﺧﺎﺭﺟﻪ‪ ،‬ﺇﺫﺍ ﻣﺎ ﺗﺄﺻﻠﺖ ﺑﺄﻭﺍﴏﻫﺎ ﺑﻤﺮﻭﺭ ﺍﻟﺰﻣﻦ ﻟﺘﺴﺎﻫﻢ‬
‫ﰲ ﺗﻌﻠﻢ ﺍﻟﻌﺎﻣﻠﲔ ﻟﻠﺘﻌﺎﻭﻥ ﺍﻟﺬﻱ ﻳﺴﻬﻞ ﻋﻤﻠﻴﺔ ﻃﺮﺡ ﺍﻷﻓﻜﺎﺭ ﻭﻧﴩ ﺍﳌﻌﺮﻓﺔ‬
‫ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﻃﺮﺡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﲢﻘﻖ ﺍﻟﺘﻘﺪﻡ ﻭﺍﻹﺯﺩﻫﺎﺭ ﺍﻻﻗﺘﺼﺎﺩﻱ‪.‬‬
‫ﻭﳍﺬﺍ ﺗﻮﺻﻞ )‪ (Putnam‬ﺇﱄ ﺃﻥ ﺍﻹﺑﺪﺍﻉ ﺩﺍﻟﺔ ﳊﺎﺻﻞ ﴐﺏ ﻋﻨﴫﻳﻦ‬
‫ﺃﺳﺎﺳﻴﲔ‪ ،‬ﳘﺎ)‪:(١‬‬
‫‪ -‬ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﲈﺳﻚ ﺍﻻﺟﺘﲈﻋﻲ‪.‬‬
‫‪ -‬ﺍﻋﺘﺒﺎﺭ ﺍﻟﻨﻘﻄﺔ ﺍﻷﻭﱄ ﺍﳌﺎﺩﺓ ﺍﻷﻭﻟﻴﺔ ﻟﻠﺘﻐﻴﲑ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪.‬‬
‫‪ (Binam,‬ﺃﻥ ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ‬ ‫‪Azari, et Falatoon‬‬ ‫ﻛﲈ ﺃﻛﺪ )‬
‫ﺍﻻﺟﺘﲈﻋﻲ ﻳﺘﻤﺤﻮﺭ ﺣﻮﻝ ﻋﺪﺓ ﻣﻌﺎﻳﲑ ﻭﺃﺑﻌﺎﺩ‪ ،‬ﺃﳘﻬﺎ‪:‬‬
‫· ﺍﻟﺜﻘﺔ‪.‬‬
‫· ﺍﻷﺧﻼﻕ‪.‬‬

‫)‪ (١‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.٣٦٩‬‬

‫‪48‬‬
‫‪‬‬

‫· ﺍﻟﻮﻻﺀ‪.‬‬
‫· ﺷﺒﻜﺎﺕ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻟﻔﺮﻳﻘﻲ‪.‬‬
‫ﺇﻥ ﻫﺬﻩ ﺍﻟﻌﻨﺎﴏ ﻭﻏﲑﻫﺎ ﺗﺴﻬﻞ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻨﺎﺳﻖ ﻭﺍﻟﺘﻜﺎﻣﻞ ﰲ‬
‫ﲢﺴﲔ ﻛﻔﺎﺀﺓ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺔ ﻭﻋﻤﻞ ﺃﻋﻀﺎﺋﻬﺎ ﻛﻜﻞ ﰲ ﺇﻃﺎﺭ ﺗﻌﺎﻭﲏ ﺳﻠﻴﻢ‪.‬‬
‫ﻳﻌﺪ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﺑﻤﺜﺎﺑﺔ ﻛﻴﺎﻥ ﺣﻴﻮﻱ ﻣﺘﲈﺳﻚ ﻳﻀﻢ‬
‫ﺷﺒﻜﺎﺕ ﺍﻟﻌﻤﻞ ﺍﳌﱰﺍﺑﻄﺔ ﻭﺍﳌﺘﻔﺎﻋﻠﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﻌﺰﻳﺰ ﺍﻹﺣﺴﺎﺱ‬
‫ﺑﺎﳉﲈﻋﻴﺔ ﻭﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻟﻔﺮﺩﻳﺔ‪ ،‬ﻭﻳﺴﻬﻢ ﺍﻟﻌﻤﻞ ﻋﲇ ﺗﻄﻮﻳﺮ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﻻﺟﺘﲈﻋﻲ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﲢﻘﻴﻖ ﺍﻵﰐ‪:‬‬
‫‪ -١‬ﺗﺮﺳﻴﺦ ﻗﻴﻢ ﺍﻹﻟﺘﺰﺍﻡ ﺍﻟﺘﻨﻈﻴﻤﻲ‪.‬‬
‫‪ -٢‬ﲢﻘﻴﻖ ﻣﺎ ﻳﺴﻤﻲ ﺑﺎﻟﻌﻤﻞ ﺫﻭ ﺍﻷﺩﺍﺀ ﺍﻟﻌﺎﱄ‪.‬‬
‫‪ -٣‬ﺍﳌﺴﺎﳘﺔ ﰲ ﺗﻌﺰﻳﺰ ﺍﻟﻌﻤﻞ ﺍﳉﲈﻋﻲ‪.‬‬
‫‪ -٤‬ﺗﻘﻠﻴﻞ ﻛﻠﻔﺔ ﺍﳌﺤﺎﻓﻈﺔ ﻋﲇ ﺍﻟﻌﺎﻣﻠﲔ ﺯﻳﺎﺩﺓ ﺍﻟﺪﻋﻢ ﳍﻢ‪.‬‬
‫‪ -٥‬ﺯﻳﺎﺩﺓ ﻓﺮﺹ ﺍﻹﺑﺪﺍﻉ ﻭﺗﻌﺰﻳﺰ ﻗﻮﺓ ﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﺮﺩﻱ ﻭﺍﳉﲈﻋﻲ)‪.(١‬‬
‫‪Ô«b‡nu¸a@fib‡€a@êcâÎ@Ԝ仇€a@fib‡€a@êcâ@ÂÓi@Ú”˝»€a‬‬
‫ﺗﻌﺘﱪ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﻋﻼﻗﺔ‬
‫ﺗﺒﺎﺩﻟﻴﺔ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺃﺣﺪ ﺍﳌﺰﺍﻳﺎ ﺍﳌﱰﺗﺒﺔ ﻋﲇ ﺍﻻﻫﺘﲈﻡ ﺑﺘﻄﻮﻳﺮ ﻭﲢﺴﲔ ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ ﻟﻠﻤﺆﺳﺴﺎﺕ ﻫﻮ ﺃﻧﻪ – ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ‪ -‬ﻳﻌﺪ ﻭﺳﻴﻠﺔ‬

‫)‪ (١‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٣٧٥-٣٦٩‬‬

‫‪49‬‬
 ‫‪‬‬

‫ﻣﻬﻤﺔ ﻟﺼﻨﺎﻋﺔ ﻭﺗﻄﻮﻳﺮ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ‬
‫ﺗﻘﻮﻡ ﺑﻪ ﺷﺒﻜﺎﺕ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﲈﻋﻴﺔ ﻣﻦ ﺩﻭﺭ ﺃﺳﺎﳼ ﰲ ﺯﻳﺎﺩﺓ ﻧﴩ‬
‫ﺍﳌﻌﺮﻓﺔ ﻭﺗﺒﺎﺩﳍﺎ ﻭﺍﳌﺸﺎﺭﻛﺔ ﺍﳉﲈﻋﻴﺔ ﰲ ﺗﻜﻮﻳﻦ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻔﻜﺮﻳﺔ ﺍﻟﺘﻲ‬
‫ﺗﺴﻬﻢ ﰲ ﺍﻟﺘﻐﻠﺐ ﻋﲇ ﻣﻘﺎﻭﻣﺔ ﺍﳌﻬﻨﻴﲔ ﻭﺍﳌﺨﺘﺼﲔ ﻭﺍﻹﺩﺭﺍﻳﲔ ﳌﺸﺎﺭﻛﺔ‬
‫ﺍﻵﺧﺮﻳﻦ ﻣﻌﺎﺭﻓﻬﻢ ﻋﲇ ﺃﺳﺎﺱ ﺗﻮﻓﻴﻘﻲ ﲨﺎﻋﻲ‪ .‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻗﺪﺭﲥﺎ‬
‫ﺍﳌﺘﻮﺍﺻﻠﺔ ﻋﲇ ﺇﻗﺎﻣﺔ ﻋﻼﻗﺎﺕ ﺍﺟﺘﲈﻋﻴﺔ ﻣﺘﲈﺳﻜﺔ ﺗﻮﻓﺮ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻨﺎﺳﺒﺔ‬
‫ﻟﻨﴩ ﺍﳌﻌﺮﻓﺔ ﻭﺗﺒﺎﺩﳍﺎ)‪.(١‬‬
‫‪NHRIڜ仇€a@ÒâaÖg@‚ÏË–fl@ZbĆ r€bq‬‬
‫ﻳﻌﺪ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳊﺪﻳﺜﺔ ﰲ ﻋﻠﻢ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺘﻲ‬
‫ﺗﺰﺍﻳﺪ ﺍﻻﻫﺘﲈﻡ ﺑﻪ ﺧﻼﻝ ﺍﻟﻌﻘﺪﻳﻦ ﺍﻷﺧﲑﻳﻦ‪ ،‬ﳑﺎ ﺃﺩﻱ ﺇﱄ ﻇﻬﻮﺭ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﺍﻟﺘﻌﺎﺭﻳﻒ ﻟﺬﻟﻚ ﺍﳌﻔﻬﻮﻡ ﻋﲇ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﻋﺮﻓﻪ )‪ (Skyrme‬ﻋﺎﻡ ‪ ١٩٩٧‬ﻭﻫﻮ ﻣﻦ ﺃﺑﺮﺯ ﻣﻦ ﺗﻨﺎﻭﻟﻮﺍ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻌﺮﻓﺔ ﺑﺄﳖﺎ )ﺍﻹﺩﺍﺭﺓ ﺍﻟﻨﻈﺎﻣﻴﺔ ﻭﺍﻟﻮﺍﺿﺤﺔ ﻟﻠﻤﻌﺮﻓﺔ ﺍﳌﺮﺗﺒﻄﺔ ﲠﺎ ﻭﺍﳋﺎﺻﺔ‬

‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ‪.٣٧٥‬‬

‫)‪ (٢‬ﺭﺍﺟﻊ ﰲ ﺫﻟﻚ‪ :‬ﻧﻌﻴﻢ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﻈﺎﻫﺮ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﻨﺸﻮﺭﺍﺕ ﻋﺎﱂ ﺍﻟﻜﺘﺐ ﺍﳊﺪﻳﺚ‪،‬‬
‫ﻋﲈﻥ‪ ،‬ﻁ‪ /.٢٠٠٩ ،١‬ﻧﺠﻢ ﻋﺒﻮﺩ ﻧﺠﻢ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻻﺳﱰﺍﺗﻴﺠﻴﺎﺕ‬
‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻣﻨﺸﻮﺭﺍﺕ ﻣﺆﺳﺴﺔ ﺍﻟﻮﺭﺍﻕ ﻟﻠﻨﴩ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﲈﻥ‪ ،‬ﻁ‪/.٢٠٠٥ ،١‬‬
‫ﺇﺑﺮﺍﻫﻴﻢ ﺍﳋﻠﻮﻑ ﺍﳌﻠﻜﺎﻭﻱ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺍﳌﲈﺭﺳﺎﺕ ﻭﺍﳌﻔﺎﻫﻴﻢ‪ ،‬ﻣﺆﺳﺴﺔ ﺍﻟﻮﺭﺍﻕ‬
‫ﻟﻠﻨﴩ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﲈﻥ‪ ،‬ﻁ‪ /.٢٠٠٧ ،١‬ﻃﺎﺭﻕ ﻓﻴﺼﻞ ﺍﻟﺘﻤﻴﻤﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ .‬ﺹ‬
‫ﺹ ‪.٧-٦‬‬

‫‪50‬‬
‫‪‬‬

‫ﺑﺎﺳﺘﺤﺪﺍﺛﻬﺎ ﻭﲨﻌﻬﺎ ﻭﺗﻨﻈﻴﻤﻬﺎ ﻭﻧﴩﻫﺎ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﺍﺳﺘﻐﻼﳍﺎ‪ ،‬ﻭﻫﻲ‬

‫ﺗﺘﻄﻠﺐ ﲢﻮﻳﻞ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺸﺨﺼﻴﺔ ﺇﱄ ﻣﻌﺮﻓﺔ ﺗﻌﺎﻭﻧﻴﺔ ﻳﻤﻜﻦ ﺗﻘﺎﺳﻤﻬﺎ‬
‫ﺑﺸﻜﻞ ﺟﲇ ﻣﻦ ﺧﻼﻝ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﻋﺮﻓﻪ )‪ (Corrall‬ﻋﺎﻡ‪ ١٩٩٩‬ﺑﺄﻧﻪ )ﻓﺮﻉ ﻋﻠﻤﻲ ﻳﺸﺠﻊ ﺍﻷﺳﻠﻮﺏ‬
‫ﺍﳌﺘﻜﺎﻣﻞ ﻟﺘﻌﺮﻳﻒ ﻭﺇﺩﺍﺭﺓ‪ ،‬ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﲨﻴﻊ ﻣﻮﺍﺭﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ‬
‫ﲤﺘﻠﻜﻬﺎ ﻣﻨﻈﻤﺔ ﻣﺎ )ﺗﻨﻈﻴﻢ ﺃﻭ ﳎﺘﻤﻊ( ﺣﻴﺚ ﺃﻥ ﻣﻮﺍﺭﺩ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻗﺪ ﺗﻜﻮﻥ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻮﺛﺎﺋﻖ‪ ،‬ﺍﻟﺴﻴﺎﺳﺎﺕ‪ ،‬ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﳋﱪﺍﺕ‬
‫ﺍﻟﻘﺪﻳﻤﺔ ﺍﻟﻐﲑ ﻭﺍﺿﺤﺔ ﺍﻟﺘﻲ ﺗﻮﺟﺪ ﰲ ﺃﻋﲈﻝ ﻣﻨﺘﺴﺒﻲ ﺍﳌﻨﻈﻤﺔ ﻭﺃﻓﺮﺍﺩﻫﺎ‪.‬‬
‫ﻭﻳﺮﻱ )‪ (Delong‬ﻋﺎﻡ ‪ ٢٠٠٤‬ﺑﺄﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻫﻲ ”ﻣﻨﻈﻮﻣﺔ‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻘﺎﺋﻤﺔ ﻋﲇ ﺍﺣﺘﻮﺍﺀ ﻭﲡﻤﻴﻊ ﻭﺻﻴﺎﻏﺔ ﻛﻞ ﻣﺎ ﻳﺘﻌﻠﻖ‬
‫ﺑﺎﻷﻧﺸﻄﺔ ﺍﳊﺮﺟﺔ ﻭﺍﳌﻬﻤﺔ ﺑﺎﳌﺆﺳﺴﺔ ﲠﺪﻑ ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍﻷﺩﺍﺀ ﻭﺿﲈﻥ‬
‫ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺗﻄﻮﺭ ﺍﳌﺆﺳﺴﺔ ﰲ ﻣﻮﺍﺟﻬﺔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺤﻴﻄﺔ ﲠﺎ‪ .‬ﺑﻤﻌﻨﻲ‬
‫ﺁﺧﺮ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﻋﻤﻠﻴﺔ ﻣﺆﺳﺴﻴﺔ ﲥﺪﻑ ﺇﱄ ﺗﻨﺴﻴﻖ ﻭﺗﻜﺎﻣﻞ‬
‫ﻋﻤﻠﻴﺎﺕ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ‬
‫ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺤﻴﻄﺔ ﺑﺎﳌﺆﺳﺴﺔ)‪.(١‬‬
‫ﻭﻗﺪ ﺍﺳﺘﻨﺘﺞ )ﺍﻷﻛﻠﺒﻲ( ﻋﺎﻡ ‪ ٢٠٠٨‬ﺗﻌﺮﻳﻔ ﹰﺎ ﻹﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻳﻨﺺ‬
‫ﻋﲇ ﺃﳖﺎ ”ﺗﻠﻚ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻲ ﺗﻌﻤﻞ ﻋﲇ ﺍﻟﺘﻌﺮﻑ ﻋﲇ ﻣﺎ ﻟﺪﻱ ﺍﻷﻓﺮﺍﺩ‬

‫)‪(1‬‬ ‫‪-Delong, David W., Lost Knowledge: Confron!ng The Threat of an‬‬
‫‪Aging Workforce, Oxford University Press, 2004, p6.‬‬

‫‪51‬‬
 ‫‪‬‬

‫)ﺳﻮﺍﺀ ﻛﺎﻧﻮﺍ ﻣﻮﻇﻔﲔ ﺃﻭ ﻣﺴﺘﺸﺎﺭﻳﻦ ﺃﻭ ﻣﺴﺘﻔﻴﺪﻳﻦ( ﻣﻦ ﻣﻌﺎﺭﻑ ﻛﺎﻣﻨﺔ‬

‫ﰲ ﻋﻘﻮﳍﻢ ﻭﺃﺫﻫﺎﳖﻢ‪ ،‬ﺃﻭ ﲨﻊ ﻭﺇﳚﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻈﺎﻫﺮﺓ ﰲ ﺍﻟﺴﺠﻼﺕ‬
‫ﻭﺍﻟﻮﺛﺎﺋﻖ‪ ،‬ﻭﺗﻨﻈﻴﻤﻬﺎ ﺑﻄﺮﻳﻘﺔ ﺗﺴﻬﻞ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﺍﳌﺸﺎﺭﻛﺔ ﻓﻴﻬﺎ ﺑﲔ‬
‫ﻣﻨﺴﻮﰊ ﺍﳌﺆﺳﺴﺔ ﺑﲈ ﳛﻘﻖ ﺭﻓﻊ ﻣﺴﺘﻮﻱ ﺍﻷﺩﺍﺀ ﻭﺇﻧﺠﺎﺡ ﺍﻟﻌﻤﻞ‪ ،‬ﺑﺄﻓﻀﻞ‬
‫ﺍﻷﺳﺎﻟﻴﺐ‪ ،‬ﻭﺑﺄﻗﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﻤﻜﻨﺔ)‪.(١‬‬
‫ﻭﺗﻌﺮﻑ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺃﻳﻀ ﹰﺎ ﺑﺄﳖﺎ ) ﳎﻤﻮﻋﺔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺍﻟﺘﻲ ﺗﺴﻌﻲ ﺇﱄ ﺣﻔﻆ ﺧﱪﺍﺕ ﻭﻣﻌﺎﺭﻑ ﺍﻟﻌﲈﻝ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻋﻘﻮﳍﻢ‬
‫ﻟﻜﻲ ﻳﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ﺍﻵﺧﺮﻭﻥ ﺑﻐﺮﺽ ﺗﺸﺠﻴﻊ ﺍﻟﻔﻜﺮ ﺍﳉﲈﻋﻲ ﻭﺍﻟﻮﺻﻮﻝ‬
‫ﺇﱄ ﻣﻔﻬﻮﻡ ﺃﻛﺜﺮ ﺷﻤﻮﻟﻴﺔ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﻌﺮﻑ ﺑﺬﺍﻛﺮﺓ ﺍﳌﻨﻈﻤﺔ ﺍﻟﺬﻱ ﻳﻌﻨﻲ‬
‫ﺑﻨﺎﺀ ﻧﻈﺎﻡ ﻟﻴﺲ ﳊﻔﻆ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻞ ﳊﻔﻆ ﳐﺘﻠﻒ ﺍﳌﻌﺎﺭﻑ‬
‫ﺍﳌﺘﻮﻓﺮﺓ ﻟﻠﻤﻨﻈﻤﺔ ﻣﻦ ﻣﻬﺎﺭﺍﺕ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﺍﻟﻘﺪﺭﺓ ﻋﲇ‬
‫ﲢﻮﻳﻞ ﺍﳌﻮﺟﻮﺩﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ ﺇﱄ ﻗﻴﻤﺔ ﻣﻀﺎﻓﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﲣﻄﻴﻂ‪ ،‬ﺗﻨﻈﻴﻢ‪،‬‬
‫ﺗﻮﻇﻴﻒ‪ ،‬ﺗﻮﺟﻴﻪ‪ ،‬ﻭﺭﻗﺎﺑﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﰲ ﺍﳌﻨﻈﻤﺔ ﻟﻀﲈﻥ ﺍﳌﻴﺰﺓ‬
‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻭﺍﳌﺤﺎﻓﻈﺔ ﻋﻠﻴﻬﺎ ﺑﺈﺩﺍﻣﺔ ﺍﳌﻌﺮﻓﺔ ﻭﻧﴩﻫﺎ ﻭﺍﺳﺘﺜﲈﺭﻫﺎ)‪.(٢‬‬
‫ﻭﺃﻳﻀ ﹰﺎ ﻳﺘﻀﻤﻦ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺗﻌﺮﻳﻒ ﻭﲢﻠﻴﻞ ﻣﻮﺍﺭﺩ ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳌﺘﻮﻓﺮﺓ ﻭﺍﳌﻄﻠﻮﺑﺔ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﲠﺬﻩ ﺍﳌﻮﺍﺭﺩ ﻭﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺴﻴﻄﺮﺓ‬

‫)‪ (١‬ﻋﲇ ﺫﻳﺐ ﺍﻷﻛﻠﺒﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻭﻣﺮﺍﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺏ‪.‬ﻥ‪،٢٠٠٨ ،‬‬
‫ﺹ‪.٢٦‬‬
‫)‪ (٢‬ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﺍﻟﻜﺒﻴﴘ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٣٣‬‬

‫‪52‬‬
‫‪‬‬

‫ﻋﲇ ﺍﻷﻓﻌﺎﻝ ﺍﳋﺎﺻﺔ ﺑﺘﻄﻮﻳﺮ ﺍﳌﻮﺍﺭﺩ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺑﲈ ﻳﺴﻬﻢ ﰲ ﲢﻘﻴﻖ‬

‫ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻻﺗﺘﻌﻠﻖ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺈﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﻓﻘﻂ ﺑﻞ ﺑﺈﺩﺍﺭﺓ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺍﳋﺎﺻﺔ ﲠﺎ)ﺍﳌﻌﺮﻓﺔ( ﻭﻫﻲ‪:‬‬
‫‪ -‬ﺗﻄﻮﻳﺮ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -‬ﺍﳊﻔﺎﻅ ﻋﲇ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -‬ﺗﻘﺎﺳﻢ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﻋﲇ ﺍﻟﺮﻏﻢ ﻣﻦ ﺗﻌﺪﺩ ﻭﺍﺧﺘﻼﻑ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺑﺸﺄﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺇﻻ‬
‫ﺃﻧﻪ ﻳﻤﻜﻦ ﺗﻮﺿﻴﺢ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻲ ﺗﺸﺘﻤﻞ ﻋﻠﻴﻬﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬

‫‪53‬‬
 ‫‪‬‬

‫‪HQI‬‬
‫«‡‹‪ڜ仇€a@ÒâaÖg@pbÓ‬‬

‫ﺍﻟﺘﺸﺨﻴﺺ‬

‫ﺍﻷﻫﺪﺍﻑ‬

‫ﻋﻤﻠﻴﺎﺕ‬
‫ﺍﻟﺘﻮﻟﻴﺪ‬ ‫ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﻤﻌﺮﻓﺔ‬

‫ﺍﻟﺘﺨﺰﻳﻦ‬

‫ﺍﻟﺘﻮﺯﻳﻊ‬

‫ﺍﻟﺘﻄﺒﻴﻖ ﻭﺍﻟﻤﺘﺎﺑﻌﺔ‬

‫‪MZڜ仇€a@ÒâaÖg@“aÜÁc‬‬
‫ﻫﻨﺎﻙ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺘﻲ ﺗﺸﱰﻙ ﻓﻴﻬﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﰲ‬
‫ﳐﺘﻠﻒ ﺃﻧﻮﺍﻉ ﺍﳌﻨﻈﲈﺕ ﻭﻫﻲ ﻋﲇ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ -‬ﲢﺪﻳﺪ ﻭﲨﻊ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻮﻓﲑﻫﺎ ﺑﺎﻟﺸﻜﻞ ﺍﳌﻨﺎﺳﺐ ﻭﺍﻟﴪﻋﺔ ﺍﳌﻨﺎﺳﺒﺔ‪،‬‬

‫)‪ (١‬ﺇﺑﺮﺍﻫﻴﻢ ﺍﳋﻠﻮﻑ ﺍﳌﻠﻜﺎﻭﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.٨٩‬‬

‫‪54‬‬
‫‪‬‬

‫ﻟﺘﺴﺘﺨﺪﻡ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪.‬‬

‫‪ -‬ﺑﻨﺎﺀ ﻗﻮﺍﻋﺪ ﻣﻌﻠﻮﻣﺎﺕ ﻟﺘﺨﺰﻳﻦ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻮﻓﲑﻫﺎ ﻭﺍﺳﱰﺟﺎﻋﻬﺎ ﻋﻨﺪ‬
‫ﺍﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ‪.‬‬
‫‪ -‬ﺗﺴﻬﻴﻞ ﻋﻤﻠﻴﺎﺕ ﺗﺒﺎﺩﻝ ﻭﻣﺸﺎﺭﻛﺔ ﺍﳌﻌﺮﻓﺔ ﺑﲔ ﲨﻴﻊ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﺘﻨﻈﻴﻢ‪.‬‬
‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻜﺎﻣﻨﺔ )ﺍﻟﻀﻤﻨﻴﺔ( ﰲ ﻋﻘﻮﻝ ﻣﻼﻛﻬﺎ ﻭﲢﻮﻳﻠﻬﺎ ﺇﱄ‬
‫ﻣﻌﺮﻓﺔ ﻇﺎﻫﺮﺓ‪.‬‬
‫‪ -‬ﲢﻮﻳﻞ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﺇﱄ ﻣﻌﺮﻓﺔ ﻳﻤﻜﻦ ﺗﻮﻇﻴﻔﻬﺎ‬
‫ﻭﺍﺳﺘﺜﲈﺭﻫﺎ ﰲ ﻋﻤﻠﻴﺎﺕ ﻭﺃﻧﺸﻄﺔ ﺍﳌﻨﻈﻤﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‪ -‬ﲢﺴﲔ ﻋﻤﻠﻴﺔ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺸﻜﻞ‬
‫ﺩﻗﻴﻖ ﻭﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﳑﺎ ﻳﺴﺎﻋﺪ ﰲ ﲢﻘﻴﻖ ﺃﻓﻀﻞ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬
‫‪ -‬ﺍﻹﺳﻬﺎﻡ ﰲ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻪ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﻗﺪ ﺗﺆﺩﻱ‬
‫ﺇﱄ ﻧﻘﺺ ﻛﻔﺎﺀﲥﺎ ﺃﻭ ﻫﺪﺭ ﻭﻗﺘﻬﺎ ﻭﺃﻣﻮﺍﳍﺎ‪.‬‬
‫‪ -‬ﺟﺬﺏ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻟﺘﻮﻇﻴﻔﻪ ﰲ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻭﺍﻟﺘﺨﻄﻴﻂ‬
‫ﺍﻻﺳﱰﺍﺗﻴﺠﻲ‪.‬‬
‫‪ -‬ﺇﺭﺿﺎﺀ ﺍﻟﻌﻤﻼﺀ ﺑﺄﻗﴢ ﺩﺭﺟﺔ ﳑﻜﻨﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﻘﻠﻴﻞ ﺍﻟﺰﻣﻦ‬
‫ﺍﳌﺴﺘﻐﺮﻕ ﰲ ﺇﻧﺠﺎﺯ ﺍﳋﺪﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻭﲢﺴﲔ ﻭﺗﻄﻮﻳﺮ ﻣﺴﺘﻮﻱ‬
‫ﺍﳋﺪﻣﺎﺕ ﺍﳌﻘﺪﻣﺔ ﺑﺎﺳﺘﻤﺮﺍﺭ‪.‬‬
‫‪ -‬ﺗﻄﻮﻳﺮ ﻋﻤﻠﻴﺎﺕ ﺍﻻﺑﺘﻜﺎﺭ ﺑﺎﳌﻨﻈﻤﺔ‪ ،‬ﻭﺗﻘﺪﻳﻢ ﻣﻨﺘﺠﺎﺕ ﻭﺧﺪﻣﺎﺕ‬

‫‪55‬‬
 ‫‪‬‬

‫ﻣﺒﺘﻜﺮﺓ ﺑﺎﺳﺘﻤﺮﺍﺭ‪.‬‬
‫‪ -‬ﺗﺸﺠﻴﻊ ﺍﻟﻌﻤﻞ ﺑﺮﻭﺡ ﺍﻟﻔﺮﻳﻖ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻹﳚﺎﰊ ﺑﲔ‬
‫ﳎﻤﻮﻋﺔ ﺍﻟﻌﻤﻞ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﳌﲈﺭﺳﺎﺕ ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﺘﻲ‬
‫ﺗﺘﺒﻨﺎﻫﺎ ﺍﳌﻨﻈﻤﺔ ﻟﺘﺒﺎﺩﻝ ﺍﳌﻌﺮﻓﺔ ﻭﻣﺸﺎﺭﻛﺘﻬﺎ‪.‬‬
‫‪ -‬ﲥﻴﺌﺔ ﺑﻴﺌﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻣﺸﺠﻌﺔ ﻭﺩﺍﻋﻤﺔ ﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺬﺍﰐ‪.‬‬
‫‪ -‬ﺍﻹﺳﻬﺎﻡ ﰲ ﺗﴪﻳﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻄﻮﻳﺮ ﺑﺎﳌﻨﻈﻤﺔ‪ ،‬ﻟﺘﻠﺒﻴﺔ ﻣﺘﻄﻠﺒﺎﺕ‬
‫ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﻟﺘﻐﻴﲑ ﺍﻟﴪﻳﻊ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﳌﺤﻴﻄﺔ ﺑﺎﳌﻨﻈﻤﺔ‪.‬‬
‫‪ -‬ﻧﴩ ﻭﺗﺒﺎﺩﻝ ﺍﻟﺘﺠﺎﺭﺏ ﻭﺍﳋﱪﺍﺕ ﻭﺃﻓﻀﻞ ﺍﳌﲈﺭﺳﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
‫‪ -‬ﺗﺒﺴﻴﻂ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻌﻤﻞ ﻭﺧﻔﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺨﻠﺺ‬
‫ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻏﲑ ﺍﻟﴬﻭﺭﻳﺔ)‪.(١‬‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺗﻄﺒﻴﻖ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪-:‬‬
‫ﻳﺘﻄﻠﺐ ﺗﺒﻨﻲ ﻭﺗﻄﺒﻴﻖ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺗﻮﺍﻓﺮ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﳌﻘﻮﻣﺎﺕ ﻭﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺑﺎﳌﻨﻈﻤﺔ ﺗﺘﻤﺜﻞ ﰲ ﺍﻵﺗﻰ‪:‬‬
‫‪ -١‬ﺗﻮﻓﲑ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻭﺍﳌﺘﻤﺜﻠﺔ ﺑﺎﻟﺘﻘﻨﻴﺔ ﺍﻟﻼﺯﻣﺔ‪.‬‬
‫‪ -٢‬ﺗﻮﻓﲑ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﺍﳌﺆﻫﻠﺔ )ﺃﻓﺮﺍﺩ ﺍﳌﻌﺮﻓﺔ(‪.‬‬
‫‪ -٣‬ﻫﻴﻜﻞ ﺗﻨﻈﻴﻤﻲ ﻣﺮﻥ ﻗﺎﺋﻢ ﻋﲇ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‪.‬‬

‫)‪ ،____________ (١‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺩﻭﺭﻫﺎ ﰲ ﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ﺍﳊﻜﻮﻣﻲ‪ ،‬ﻣﺮﺟﻊ‬

‫ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.١٠‬‬

‫‪56‬‬
‫‪‬‬

‫‪ -٤‬ﺧﻠﻖ ﺛﻘﺎﻓﺔ ﺇﳚﺎﺑﻴﺔ ﺩﺍﻋﻤﺔ ﻹﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻘﺎﺳﻤﻬﺎ‪.‬‬

‫‪ -٥‬ﺍﻟﺘﺰﺍﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﺑﺪﻋﻢ ﺍﳉﻬﻮﺩ ﺍﳍﺎﺩﻓﺔ ﲡﺎﻩ ﺍﳌﻌﺮﻓﺔ ﺑﺸﻜﻞ‬
‫ﻋﺎﻡ )ﺍﻻﻟﺘﺰﺍﻡ ﺍﻻﺳﱰﺍﺗﻴﺠﻲ ﺍﳌﺴﺘﺪﺍﻡ()‪.(١‬‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪:‬‬
‫ﺇﻥ ﻋﻼﻗﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺑﺈﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻋﻼﻗﺔ ﻭﻃﻴﺪﺓ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ‬
‫ﻧﻮﻋﲔ ﻣﻦ ﺍﳌﻨﺎﻓﺴﺔ ﺍﳌﻌﺘﻤﺪﺓ ﻋﲇ ﺍﻟﻔﺮﺩ ﻭﻋﲇ ﻗﻮﺓ ﺩﻣﺎﻍ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﺗﻠﻚ‬
‫ﺍﻟﻘﻮﺓ ﻻ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺣﺎﻟﺔ ﻓﻘﺪﺍﻥ ﺍﻟﻨﺴﻴﺞ ﺍﻻﺟﺘﲈﻋﻲ ﺍﻟﺬﻱ‬
‫ﻳﻤﺜﻞ ﻣﺰﳚ ﹰﺎ ﻣﻦ ﺍﻟﺜﻘﺔ ﻭﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻹﺧﻼﺹ ﻭﺍﳌﺴﺎﻋﺪﺓ ﻭﺍﻻﻫﺘﲈﻡ‪.‬‬
‫ﻛﲈ ﺗﺘﺠﺴﺪ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﰲ ﻗﻴﺎﻡ‬
‫ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺎﺳﺘﺜﲈﺭ ﻣﻌﻄﻴﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺗﻄﺒﻴﻘﻬﺎ ﻣﺒﺎﴍﺓ‬
‫ﻟﻜﺴﺐ ﺍﻟﺰﻳﺎﺩﺓ ﻭﲢﻘﻴﻖ ﺍﻟﺘﻔﻮﻕ ﺍﻟﺘﻨﺎﻓﴘ ﻭﻏﻠﻖ ﺍﻷﺑﻮﺍﺏ ﺑﻮﺟﻪ ﺍﳌﻨﺎﻓﺴﲔ‬
‫ﻻﺳﺘﺜﲈﺭ ﻫﺬﻩ ﺍﳌﻌﻄﻴﺎﺕ‪ ،‬ﻭﻣﺜﺎﻝ ﻋﲇ ﺫﻟﻚ ﻣﺎ ﺗﻘﻮﻡ ﺑﻪ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﰲ‬
‫ﺗﻨﻈﻴﻢ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺒﻴﻊ ﺃﻭ ﻋﻨﺪ ﺗﻄﺒﻴﻖ ﻭﺗﻨﻔﻴﺬ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ ﻭﺍﻟﺘﻲ ﺗﻌﺪ‬
‫ﺃﺣﺪ ﳐﺮﺟﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺑﺬﻟﻚ ﺳﺘﺤﻘﻖ ﺍﳌﻨﻈﲈﺕ ﺃﺭﺑﺎﺣ ﹰﺎ ﻛﺒﲑﺓ‬
‫ﻣﻦ ﺟﺮﺍﺀ ﺫﻟﻚ)‪.(٢‬‬
‫ﻳﻤﻜﻦ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﺍﻟﻮﻗﻮﻑ ﻋﲇ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺭﺃﺱ ﺍﳌﺎﻝ‬

‫)‪ (١‬ﺭﺑﺤﻲ ﻣﺼﻄﻔﻲ ﻋﻠﻴﺎﻥ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺩﺍﺭ ﺻﻔﺎﺀ ﻟﻠﻨﴩ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﲈﻥ‪،٢٠٠٨ ،‬‬
‫ﺹ ‪.١٦٨‬‬
‫)‪ (٢‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.١٤٠ -١٣٩‬‬

‫‪57‬‬
 ‫‪‬‬

‫ﺍﳌﻌﺮﰲ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ‬

‫ﺩﻭﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺮﻓﺔ )ﺗﻘﻠﻴﺪﻳ ﹰﺎ(‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﺑﺎﳌﻌﺮﻓﺔ)‪:(١‬‬

‫‚ ‪ڜ仇€bi@ÚÌäíj€a@Öâaχ€a@ÒâaÖg ÚÌÜÓ‹‘n€a@ÚÌäíj€a@Öâaχ€a@ÒâaÖg‬‬
‫ﲥﺘﻢ ﺑﻌﻘﻞ ﺍﻹﻧﺴﺎﻥ ﻭﺍﳌﻌﺮﻓﺔ‪.‬‬ ‫ﲥﺘﻢ ﺑﺎﻟﺒﻨﺎﺀ ﺍﳌﺎﺩﻱ ﻟﻺﻧﺴﺎﻥ‪.‬‬ ‫‪١‬‬
‫ﺗﺮﻛﺰ ﻋﲇ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻜﺮﻱ ﻭﺍﻟﺬﻫﻨﻲ‪.‬‬ ‫ﺗﺮﻛﺰ ﻋﲇ ﺍﻷﺩﺍﺀ ﺍﻵﱄ ﻟﻠﻤﻬﺎﻡ‪.‬‬ ‫‪٢‬‬
‫ﺗﺴﻌﻲ ﻻﺳﺘﺨﻼﺹ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻜﺎﻣﻨﺔ‪.‬‬ ‫ﻻ ﺗﺘﻄﻠﺐ ﻓﻜﺮ ﺍﻹﻧﺴﺎﻥ ﻭﻣﻌﺎﺭﻓﻪ‪.‬‬ ‫‪٣‬‬
‫ﺗﻄﺒﻖ ﻣﺒﺪﺃ ﻭﺗﻘﻨﻴﺎﺕ ﺍﻟﺘﻤﻜﲔ‪.‬‬ ‫ﻻ ﺗﻄﺒﻖ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻤﻜﲔ‪.‬‬ ‫‪٤‬‬
‫ﲥﺘﻢ ﺑﺎﳉﻮﺍﻧﺐ ﺍﳌﻌﻨﻮﻳﺔ ﻭﺍﻟﻔﻜﺮﻳﺔ ﰲ‬ ‫ﺗﺮﻛﺰ ﻋﲇ ﺍﻟﻌﻨﺎﴏ ﺍﳌﺎﺩﻳﺔ ﰲ ﳏﻴﻂ‬ ‫‪٥‬‬
‫ﺍﻟﻌﻤﻞ ﺫﺍﺗﻪ‪.‬‬ ‫ﺍﻷﺩﺍﺀ‪.‬‬
‫ﺗﺮﻛﺰ ﻋﲇ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ‬ ‫ﺗﺮﻛﺰ ﻋﲇ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﻟﻴﺔ‬ ‫‪٦‬‬
‫ﻭﻣﻨﺢ ﺍﻟﺼﻼﺣﻴﺎﺕ‪.‬‬ ‫ﻭﺍﳌﺎﺩﻳﺔ‪.‬‬
‫ﲥﺘﻢ ﺑﺘﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ‬ ‫ﺗﺮﻛﺰ ﻋﲇ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﻭﻗﺪﺭﺍﺕ‬ ‫‪٧‬‬
‫ﻭﺍﻟﻄﺎﻗﺎﺕ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻟﻠﻔﺮﺩ‪.‬‬ ‫ﺍﻟﻔﺮﺩ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ‪.‬‬
‫ﺗﻌﻤﻞ ﻋﲇ ﺗﻨﻤﻴﺔ ﺍﻟﻌﻤﻞ ﺍﳉﲈﻋﻲ‪.‬‬ ‫ﺗﺮﻛﺰ ﻋﲇ ﻗﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ‪.‬‬ ‫‪٨‬‬
‫ﲥﺘﻢ ﺑﺈﺩﺍﺭﺓ ﺍﻷﺩﺍﺀ ﻭﲢﻘﻴﻖ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫ﺗﻨﺘﻬﻲ ﺍﻫﺘﲈﻣﺎﲥﺎ ﺑﺘﻮﻇﻴﻒ ﺍﻟﻔﺮﺩ ﻭﻣﺘﺎﺑﻌﺔ‬ ‫‪٩‬‬
‫ﺷﺌﻮﻧﻪ‪.‬‬

‫)‪ (١‬ﻓﺮﻋﻮﻥ ﺍﳏﻤﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٢‬‬

‫‪58‬‬
‫‪‬‬

‫‪s€br€a@szj‡€a‬‬
‫‪Ԝ仇€a@fib‡€a@êcâ@pb„Ïÿfl‬‬

‫ﺍﺧﺘﻠﻒ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻭﺍﻟﻜﺘﺎﺏ ﰲ ﲢﺪﻳﺪ ﻣﻜﻮﻧﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﻫﺬﺍ‬

‫ﺍﻻﺧﺘﻼﻑ ﻧﺎﺟﻢ ﻋﻦ ﺃﺳﻠﻮﺏ ﺗﻔﻜﲑﻫﻢ ﻭﺩﺭﺍﺳﺘﻬﻢ ﻟﻠﻤﻮﺿﻮﻉ ﻛﻞ ﺣﺴﺐ‬
‫ﲣﺼﺼﻪ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺃﻃﺮ ﻣﺸﱰﻛﺔ ﺑﻴﻨﻬﻢ ﰲ ﺇﻃﺎﺭ ﺗﻠﻚ ﺍﻟﺘﺨﺼﺼﺎﺕ‪.‬‬
‫ﻫﻨﺎﻙ )‪ (Sullivan‬ﺍﲣﺬ ﳐﻄﻄ ﹰﺎ ﻳﺼﻨﻒ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻣﻦ ﺣﺪﻭﺩ ﺛﻼﺛﺔ‬
‫ﻣﻜﻮﻧﺎﺕ ﺭﺋﻴﺴﻴﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﻫﻲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪ ،‬ﻭﺍﳌﻮﺟﻮﺩﺍﺕ‬
‫ﺍﻟﻔﻜﺮﻳﺔ‪ ،‬ﻭﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‪ ،‬ﻭﻟﻜﻞ ﻣﻦ ﻫﺬﻩ ﺍﻟﺘﻘﺴﻴﲈﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻣﻜﻮﻧﺎﺕ‬
‫ﻓﺮﻋﻴﺔ‪ .‬ﻭﻳﺘﻔﻖ ﻣﻌﻪ ﰲ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ )‪.(١)(Davenport& Prusak‬‬

‫)‪ (١‬ﻋﺒﺎﺱ ﺣﺴﲔ ﺟﻮﺍﺩ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪٢٠‬‬

‫‪59‬‬
 ‫‪‬‬

‫ﺍﻟﻤﻭﺠﻭﺩﺍﺕ ﺍﻟﻔﻜﺭﻴﺔ‬
‫ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ‬
‫‪- ١‬ﺍﻟﺘﺼﺎﻤﻴﻡ‪.‬‬
‫‪- ١‬ﺍﻟﻤﻌﺎﺭﻑ‪.‬‬
‫‪- ٢‬ﺍﻟﻌﻤﻠﻴﺎﺕ‪.‬‬
‫‪- ٢‬ﺍﻟﻤﻬﺎﺭﺍﺕ‪.‬‬
‫‪- ٣‬ﺒﺭﺍﻤﺠﻴﺎﺕ‬
‫‪- ٣‬ﺍﻻﺒﺘﻜﺎﺭ‪.‬‬
‫ﺍﻟﺤﺎﺴﻭﺏ‪.‬‬
‫‪- ٤‬ﺍﻟﺨﺒﺭﺓ‪.‬‬
‫‪- ٤‬ﺍﻟﺭﺴﻭﻡ‪.‬‬
‫‪- ٥‬ﺍﻟﻭﺜﺎﺌﻕ‪.‬‬

‫ﺍﻟﻤﻠﻜﻴﺔ ﺍﻟﻔﻜﺭﻴﺔ‬
‫‪- ١‬ﺒﺭﺍﺀﺍﺕ ﺍﻻﺨﺘﺭﺍﻉ‪.‬‬
‫‪- ٢‬ﺤﻘﻭﻕ ﺍﻟﻨﺸﺭ‪.‬‬
‫‪- ٣‬ﺍﻟﻌﻼﻤﺎﺕ ﺍﻟﺘﺠﺎﺭﻴﺔ‪.‬‬
‫‪- ٤‬ﺃﺴﺭﺍﺭ ﺍﻟﺼﻨﺎﻋﺔ‪.‬‬

‫ﰲ ﺣﲔ ﺻﻨﻒ )‪ (Brooking‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺇﱄ ﺃﺭﺑﻊ ﳎﺎﻣﻴﻊ ﻫﻲ‪:‬‬

‫‪ -١‬ﺍﳌﻮﺟﻮﺩﺍﺕ ﺍﻟﺴﻮﻗﻴﺔ ‪ :Assets Market‬ﻭﺗﺘﻀﻤﻦ ﻛﻞ ﺍﳌﻮﺍﺭﺩ‬
‫ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺴﻮﻕ ﺑﻀﻤﻨﻬﺎ ﺍﻟﻌﻼﻣﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ‪،‬‬
‫ﺍﻟﺰﺑﺎﺋﻦ‪ ،‬ﻭﻗﻨﻮﺍﺕ ﺍﻟﺘﻮﺯﻳﻊ‪.‬‬
‫‪:Assets‬‬ ‫‪Human Centere‬‬ ‫‪ -٢‬ﺍﳌﻮﺟﻮﺩﺍﺕ ﺍﳌﺮﻛﺰﺓ ﻋﲇ ﺍﻟﺒﴩ‬
‫ﻭﺗﺘﻨﺎﻭﻝ ﺍﳋﱪﺓ ﺍﳉﲈﻋﻴﺔ ﺍﻟﻘﺎﺑﻠﺔ ﻋﲇ ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﻭﻣﺆﴍﺍﺕ ﻛﻴﻔﻴﺔ ﺃﺩﺍﺀ‬

‫‪60‬‬
‫‪‬‬

‫ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﳌﻨﻈﲈﺕ‪.‬‬
‫‪ -٣‬ﻣﻮﺟﻮﺩﺍﺕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ‪:Intellectual Property Assets‬‬
‫ﻭﺗﺘﻀﻤﻦ ﺍﻟﻌﻨﺎﴏ ﺍﻟﺘﻲ ﲢﺪﺩ ﻃﺮﻕ ﻋﻤﻞ ﺍﳌﻨﻈﻤﺔ ﻣﺜﻞ‪ ،‬ﺍﻷﴎﺍﺭ ﺍﻟﺘﺠﺎﺭﻳﺔ‬
‫ﻭﺣﻘﻮﻕ ﺍﻟﻄﺒﻊ ﻭﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﳋﺪﻣﺎﺕ ﺍﻷﺧﺮﻱ‪.‬‬
‫‪ -٤‬ﻣﻮﺟﻮﺩﺍﺕ ﺍﻟﺒﻨﻲ ﺍﻟﺘﺤﺘﻴﺔ ‪ :Infrastructure Assets‬ﻭﺗﺘﻀﻤﻦ‬
‫ﻛﻞ ﺍﻟﻌﻨﺎﴏ ﺍﻟﺘﻲ ﲢﺪﺩ ﻃﺮﻕ ﻋﻤﻞ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﺛﻘﺎﻓﺔ ﺍﻟﴩﻛﺔ‪ ،‬ﻃﺮﻕ ﺇﺩﺍﺭﺓ‬
‫ﻗﻮﻱ ﺍﻟﺒﻴﻊ‪ ،‬ﺍﳍﻴﻜﻞ ﺍﳌﺎﱄ‪ ،‬ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﻟﺴﻮﻕ ﺃﻭ‬
‫ﺍﻟﺰﺑﺎﺋﻦ‪ ،‬ﺃﻧﻈﻤﺔ ﺍﻻﺗﺼﺎﻻﺕ‪ .‬ﻭﻫﺬﺍ ﺍﻟﺘﺼﻨﻴﻒ ﳜﺘﻠﻒ ﻣﻦ ﺣﻴﺚ ﺍﻟﺒﻨﻲ‬
‫ﺍﻟﺘﺤﺘﻴﺔ ﺣﻴﺚ ﻳﺘﻀﻤﻦ ﲨﻴﻊ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻟﻄﺮﻕ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺑﻴﻨﲈ‬
‫ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﺗﻌﻨﻲ ﺣﻘﻮﻕ ﺍﻟﻨﴩ ﻭﺍﻻﺧﱰﺍﻉ)‪.(١‬‬
‫)‪Stewart, Manasco,‬‬ ‫ﰲ ﺣﲔ ﺍﺗﻔﻖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﻣﻨﻬﻢ‬
‫‪ (٢)(Westphalen, Bulconitz‬ﻋﲇ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﻟﻠﻤﻨﻈﲈﺕ ﺗﺘﻜﻮﻥ‬
‫ﺑﺸﻜﻞ ﻋﺎﻡ ﻣﻦ ﻧﻮﻋﲔ ﻣﻦ ﺍﻟﻌﻨﺎﴏ ﺍﳌﺘﻤﺜﻠﺔ ﰲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺎﱄ ﻭﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﻭﻳﺘﻜﻮﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺎﱄ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺎﺩﻱ ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻨﻘﺪﻱ)‬

‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٢٢-٢١‬‬

‫)‪ (٢‬ﺭﺍﺟﻊ ﰲ ﺫﻟﻚ‪ :‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﻧﻐﻢ ﺣﺴﲔ ﻧﻌﻤﺔ‪ ،‬ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﺑﲔ‬
‫ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﳌﺠﻠﺪ ‪ ،٩‬ﺍﻟﻌﺪﺩ ‪ ،٣١‬ﺟﺎﻣﻌﺔ‬
‫ﺑﻐﺪﺍﺩ‪ ،٢٠٠٢ ،‬ﺹ‪ / .١٤‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪/ .١١٠-١٠٩‬‬
‫‪.78-Stewart, T.A, op, cit, pp75‬‬

‫‪61‬‬
 ‫‪‬‬

‫ﻫﻮ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺘﺪﺍﻭﻝ ”ﺍﻷﺻﻮﻝ ﺍﳌﺘﺪﺍﻭﻟﺔ“(‪ ،‬ﰲ ﺣﲔ ﻳﺘﻜﻮﻥ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﻌﺮﰲ ﻣﻦ ﺛﻼﺙ ﻣﻜﻮﻧﺎﺕ ﻓﺮﻋﻴﺔ ﻫﻲ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳍﻴﻜﲇ ”ﺍﻟﺘﻨﻈﻴﻤﻲ“‪ ،‬ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺰﺑﺎﺋﻨﻲ ”ﺍﻟﻌﻤﻼﺀ“‪.‬‬
‫‪ -١‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪ :‬ﻳﻌﺪ ﻣﻦ ﺃﻫﻢ ﻣﻜﻮﻧﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﻭﻳﺘﻤﺜﻞ ﰲ ﺍﻟﻘﻮﻱ ﺍﻟﻌﺎﻣﻠﺔ ﺍﻟﺘﻲ ﲤﺘﻠﻚ ﺍﳌﻘﺪﺭﺓ ﻋﲇ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻹﺑﺪﺍﻉ‪،‬‬
‫ﻭﻧﺸﲑ ﻫﻨﺎ ﺃﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻳﺘﻜﻮﻥ ﻣﻦ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺓ‬
‫ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﳌﻜﺘﺴﺒﺔ ﰲ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻛﲈ ﻳﻌﺪ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﳏﺮﻙ ﺍﻹﺑﺪﺍﻉ‬
‫ﰲ ﺍﳌﻨﻈﲈﺕ ﰲ ﻇﻞ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻣﻨﻪ ﻓﺈﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻳﺘﻀﻤﻦ‬
‫ﺍﻟﻌﻨﺎﴏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -١‬ﺍﳌﻘﺪﺭﺓ ﻋﲇ ﺍﻻﺑﺘﻜﺎﺭ‪ :‬ﻭﻳﻘﺼﺪ ﲠﺎ ﺍﳌﻘﺪﺭﺓ ﻋﲇ ﺗﻘﺪﻳﻢ ﺣﻠﻮﻝ‬
‫ﺟﺪﻳﺪﺓ ﺑﺪﻻﹰ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ‪ .‬ﺇﻥ ﻫﺬﺍ‬
‫ﺍﳉﺰﺀ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﴐﻭﺭﻱ ﻭﺃﺳﺎﳼ ﻹﺑﺪﺍﻉ ﺍﻟﻌﺎﻣﻠﲔ ﻭﳌﻘﺪﺭﺓ‬
‫ﺍﳌﻨﻈﻤﺔ ﻋﲇ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﳌﻮﺍﻗﻒ ﺍﳉﺪﻳﺪﺓ‪.‬‬
‫‪ -٢‬ﺍﳌﻘﺪﺭﺓ ﺍﻟﺘﺨﺼﺼﻴﺔ‪ :‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﳌﺴﺘﻮﻱ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﳋﱪﺓ‬
‫ﺍﻟﺘﻲ ﻳﻤﺘﻠﻜﻬﺎ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻓﻀ ﹰ‬
‫ﻼ ﻋﻦ ﺍﳌﻌﺮﻓﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻷﺩﺍﺀ ﺍﻷﻋﲈﻝ ﺑﺸﻜﻞ‬
‫ﻓﻌﺎﻝ‪ ،‬ﻓﺎﳌﻌﺮﻓﺔ ﻫﻲ ﺳﻤﺔ ﻧﻈﺮﻳﺔ‪ ،‬ﰲ ﺣﲔ ﺃﻥ ﺍﳌﻬﺎﺭﺍﺕ ﺗﺘﺴﻢ ﺑﺼﻔﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪.‬‬
‫‪ -٣‬ﺍﳌﻘﺪﺭﺓ ﺍﻻﺟﺘﲈﻋﻴﺔ‪ :‬ﻭﻫﻲ ﺍﳌﻘﺪﺭﺓ ﻋﲇ ﺍﻟﺘﻔﺎﻋﻞ ﻭﺍﻻﻗﱰﺍﻥ ﻣﻊ‬
‫ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻫﻲ ﴐﻭﺭﻳﺔ ﻟﺘﻌﺎﻭﻥ ﺍﻟﻔﺮﺩ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﰲ ﺍﳌﻨﻈﻤﺔ ﻟﺘﺤﻘﻴﻖ‬
‫ﺍﻷﺩﺍﺀ ﺍﳌﺮﻏﻮﺏ ﻓﻴﻪ‪.‬‬

‫‪62‬‬
‫‪‬‬

‫‪ -٢‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳍﻴﻜﲇ‪ :‬ﻫﻮ ﳎﻤﻮﻋﺔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﺼﻴﻎ ﻭﺍﻟﱪﺍﺀﺍﺕ‬

‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﻭﻣﺴﺘﻮﺩﻋﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻷﻧﻈﻤﺔ ﺍﻟﺘﻲ ﺗﺒﻨﻲ ﻭﺗﻄﻮﺭ ﺍﳌﻨﻈﻤﺔ ﻋﱪ‬
‫ﺍﻟﺰﻣﻦ ﻟﺘﻤﻜﲔ ﺍﻟﻌﺎﻣﻠﲔ )ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ( ﺑﺎﻟﻘﻴﺎﻡ ﺑﻤﻬﺎﻣﻬﺎ ﰲ ﺇﻧﺸﺎﺀ‬
‫ﺍﳌﻌﺮﻓﺔ ﻭﺗﻮﻟﻴﻔﺎﲥﺎ ﻭﲢﻘﻴﻖ ﺭﺍﻓﻌﺘﻬﺎ ﻭﺗﻄﻮﻳﺮ ﻣﻨﺘﺠﺎﺕ ﻭﺧﺪﻣﺎﺕ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻓﺈﳖﺎ ﲤﺜﻞ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻟﴬﻭﺭﻳﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻣﻦ‬
‫ﺃﺟﻞ ﺍﻟﻘﻴﺎﻡ ﺑﻤﻬﺎﻣﻪ ﻋﲇ ﺃﺣﺴﻦ ﺷﻜﻞ ﺣﺘﻰ ﻭﺇﻥ ﺗﺮﻙ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻣﻨﻈﲈﲥﻢ‪،‬‬
‫ﻭﻳﻘﺴﻢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳍﻴﻜﲆ ” ﺍﻟﺘﻨﻈﻴﻤﻲ“ ﺇﱄ ﻋﻨﺎﴏ ﻓﺮﻋﻴﺔ ﻫﻲ ﻛﺎﻵﰐ‪:‬‬
‫‪ -١‬ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‪ :‬ﻫﻲ ﻛﻞ ﻣﺎ ﻳﻤﻜﻦ ﲪﺎﻳﺘﻪ ﻗﺎﻧﻮﻧ ﹰﺎ ﻭﺗﺘﻤﺜﻞ ﰲ‬
‫) ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ‪ ،‬ﺣﻘﻮﻕ ﺍﳌﺆﻟﻒ‪ ،‬ﺍﻟﻌﻼﻣﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﻭﺣﻘﻮﻕ‬
‫ﺍﻟﺘﺼﻤﻴﻢ( ﻭﺗﻌﻤﻞ ﺍﳌﻨﻈﲈﺕ ﺍﻟﺮﺍﺋﺪﺓ ﰲ ﳎﺎﻝ ﺍﻟﺼﻨﺎﻋﺔ ﻋﲇ ﺍﻣﺘﻼﻙ ﺍﳌﺰﻳﺪ‬
‫ﻣﻦ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻟﺘﺤﻘﻴﻖ ﻣﻴﺰﺓ ﺗﻨﺎﻓﺴﻴﺔ ﲤﻜﻨﻬﺎ ﻣﻦ ﻣﻮﺍﺟﻬﺔ ﺍﳌﻨﺎﻓﺴﺔ‬
‫ﺍﻟﺸﺪﻳﺪﺓ ﰲ ﺍﻷﺳﻮﺍﻕ‪.‬‬
‫‪ -٢‬ﺃﺻﻮﻝ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ‪ :‬ﻭﻫﻲ ﺗﺸﻤﻞ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻨﲈﺫﺝ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬
‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﻗﻨﻮﺍﺕ ﺍﻟﺘﻮﺯﻳﻊ ” ﺃﻧﻈﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪،‬‬
‫ﺍﻷﻧﻈﻤﺔ ﺍﻟﺸﺒﻜﻴﺔ‪ ،‬ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﺎﻟﻴﺔ‪ ،‬ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ“‪.‬‬
‫‪ -٥‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺰﺑﺎﺋﻨﻲ‪ :‬ﻭﻫﻮ ﻳﻌﻜﺲ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﻲ ﺗﺮﺑﻂ‬
‫ﺍﳌﻨﻈﻤﺔ ﺑﻌﻤﻼﺋﻬﺎ ﻭﻣﻮﺭﺩﳞﺎ ﻭﻣﻨﺎﻓﺴﻴﻬﺎ‪ ،‬ﻭﻫﻮ ﻳﻘﻮﻡ ﻋﲇ ﺛﻼﺛﺔ ﺃﺳﺲ‬
‫ﺭﺋﻴﺴﻴﺔ ﻫﻲ‪:‬‬

‫‪63‬‬
 ‫‪‬‬

‫‪ -‬ﺍﻟﺘﻮﺟﻪ ﻧﺤﻮ ﺍﻟﺰﺑﻮﻥ‪.‬‬

‫‪ -‬ﺍﻟﻮﻋﻲ ﺑﺎﻟﺰﺑﻮﻥ‪.‬‬
‫‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺰﺑﻮﻧﻴﺔ ﺃﺻﺒﺤﺖ ﻣﺼﺪﺭ ﹰﺍ ﺫﺍ ﺍﻟﻘﻴﻤﺔ ﺍﻷﻛﱪ‪.‬‬
‫ﻭﻟﺘﻮﺿﻴﺢ ﻭﺗﺒﺴﻴﻂ ﺫﻟﻚ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻷﺧﲑ ﳌﻜﻮﻧﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﻌﺮﰲ‪ ،‬ﻓﻘﺪ ﻗﺎﻡ )‪ (Stewart‬ﺑﺘﻮﺿﻴﺤﻬﺎ ﰲ ﺍﳌﻌﺪﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﻟﻠﴩﻛﺔ= ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺎﱄ ‪ +‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ= ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ‪ +‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳍﻴﻜﲇ‪.‬‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳍﻴﻜﲇ= ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺰﺑﺎﺋﻨﻲ ‪ +‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺘﻨﻈﻴﻤﻲ‪.‬‬
‫ﻭﰲ ﻇﻞ ﺍﻹﻧﱰﻧﺖ ﻓﺈﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻳﺘﺤﻮﻝ ﺇﱄ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫‪ (Digital‬ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺸﺒﻜﻴﺔ ﰲ ﺇﻧﺸﺎﺀ ﺍﻟﺜﺮﻭﺓ‬ ‫)‪Capital‬‬ ‫ﺍﻟﺮﻗﻤﻲ‬
‫ﺑﻄﺮﻕ ﺟﺪﻳﺪﺓ‪.‬‬

‫‪64‬‬
‫‪‬‬

‫ﻛﲈ ﻳﻤﻜﻦ ﺗﻮﺿﻴﺢ ﻫﺬﻩ ﺍﳌﻜﻮﻧﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ)‪:(١‬‬

‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻭﻗﻴﺔ ﻟﻠﻤﻨﻅﻤﺔ‬

‫ﺭﺃﺱ ﺍﻟﻤﺎﻝ ﺍﻟﻤﺎﻟﻲ‬ ‫ﺭﺃﺱ ﺍﻟﻤﺎﻝ ﺍﻟﻤﻌﺭﻓﻲ‬

‫ﺭﺃﺱ ﺍﻟﻤﺎﻝ ﺍﻟﺒﺸﺭﻱ‬ ‫ﺭﺃﺱ ﺍﻟﻤﺎﻝ ﺍﻟﻌﻼﻗﺎﺘﻲ‬ ‫ﺭﺃﺱ ﺍﻟﻤﺎﻝ ﺍﻟﻬﻴﻜﻠﻲ‬

‫ﺍﻻﺒﺘﻜﺎﺭ‬ ‫ﺭﺃﺱ‬ ‫ﺭﺃﺴﻤﺎﻝ‬ ‫ﺭﺃﺱ‬ ‫ﺭﺃﺱ‬

‫ﺍﻟﻤﻘﺩﺭﺓ‬ ‫ﺍﻟﻤﻘﺩﺭﺓ‬ ‫ﺭﺃﺱ ﺍﻟﻤﺎﻝ‬
‫ﺍﻟﺘﺨﺼﺼﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺎﻝ‬ ‫ﺍﻟﻤﺠﻬﺯﻴﻥ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻤﺎﻝ‬ ‫ﺍﻟﻤﺎﻝ‬
‫ﺍﻟﺯﺒﺎﺌﻨﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺘﻲ‬ ‫ﺍﻟﻤﻨﻅﻤﻲ‬

‫ﺘﺩﻓﻕ‬ ‫ﺭﺃﺱ‬ ‫ﻫﻴﻜﻝ‬

‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﻟﺸﺒﻜﺎﺕ‬ ‫ﺍﻻﺘﻔﺎﻗﻴﺎﺕ‬ ‫ﺍﻟﻤﺎﻝ‬ ‫ﺍﻟﻤﻨﻅﻤﺔ‬

‫ﺍﻟﻤﺒﺩﻉ‬

‫‪(1) Lothgren, Anders, The Legal Protecon of Structural Capital, Thesis‬‬

‫‪in Law, submit to Gothenburg school of Economics and Commercial,‬‬
‫‪1999, p124.‬‬

‫‪65‬‬
 

66
‫‪‬‬

‫‪Ô„br€a@›ñ–€a‬‬
‫‪ÈçbÓ”@÷äüÎ@Ԝ仇€a@fib‡€a@êcâ@ıb‰i‬‬

‫‪Z·Óé‘mÎ@ÜÓˇm‬‬
‫ﻳﺸﻜﻞ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻣﻮﺭﺩ ﹰﺍ ﻫﺎﻣ ﹰﺎ ﻣﻦ ﻣﻮﺍﺭﺩ ﺍﳌﻨﻈﲈﺕ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﺃﺻﺒﺢ ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺍﻟﻘﻮ￯ ﺍﻟﺒﴩﻳﺔ ﻳﻔﻮﻕ ﻏﲑﻩ ﻣﻦ ﺃﻧﻮﺍﻉ‬
‫ﺍﻻﺳﺘﺜﲈﺭ‪ ،‬ﻭﻳﻌﺪ ﺿﺎﻣﻨ ﹰﺎ ﺣﻘﻴﻘﻴ ﹰﺎ ﻟﺘﻔﻮﻕ ﻭﺗﻄﻮﺭ ﺗﻠﻚ ﺍﳌﻨﻈﲈﺕ‪ ،‬ﺑﻞ ﺗﻄﻮﺭ‬
‫ﻭﺗﻘﺪﻡ ﺍﻟﺪﻭﻝ ﺫﺍﲥﺎ ﺍﻟﺘﻲ ﺗﻌﻄﻰ ﺍﻻﻫﺘﲈﻡ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻻﺳﺘﺜﲈﺭ‪.‬‬
‫ﻭﻗﺪ ﺯﺍﺩ ﻣﻦ ﺃﳘﻴﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺛﻮﺭﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪،‬‬
‫ﺍﻟﺘﻲ ﺗﺴﻬﻢ ﻛﻞ ﳊﻈﺔ ﺑﺨﱪﺍﺕ ﻭﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ ﻻﺑﺪ ﻣﻦ ﻣﻮﺍﻛﺒﺘﻬﺎ‪.‬‬
‫ﻭﺗﻌﺪ ﺍﻟﻘﺪﺭﺓ ﻋﲇ ﺑﻨﺎﺀ ﻭﺗﻌﻈﻴﻢ ﺍﻷﺻﻮﻝ ﺍﳌﻌﺮﻓﻴﺔ ﴐﻭﺭﺓ ﻣﻠﺤﺔ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻨﻈﲈﺕ ﺍﻟﺘﻲ ﺗﺘﻨﺎﻓﺲ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺣﻴﺚ ﻳﺆﺩﻱ ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺩﻭﺍﺭ ﻓﻬﻮ ﻳﺰﻳﺪ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻟﻸﻓﺮﺍﺩ‪،‬‬
‫ﻳﻌﻤﻞ ﻋﲇ ﲢﺴﲔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺯﻳﺎﺩﺓ ﺍﻹﻳﺮﺍﺩﺍﺕ‪ ،‬ﲢﺴﲔ ﺍﲡﺎﻫﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﻭﲢﺴﲔ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺬﻫﻨﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻋﻦ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻛﲈ ﻳﻌﺪ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﻌﺮﰲ ﺃﻫﻢ ﺍﳌﻮﺟﻮﺩﺍﺕ ﻗﻴﻤﺔ ﺣﻴﺚ ﺗﺘﺰﺍﻳﺪ ﻗﻤﻴﺘﻪ ﺑﻤﺮﻭﺭ ﺍﻟﻮﻗﺖ ﻋﻜﺲ‬
‫ﺍﳌﻮﺟﻮﺩﺍﺕ ﺍﳌﺎﻟﻴﺔ‪ ،‬ﺃﺧﲑ ﹰﺍ ﻓﺈﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻳﻌﺘﱪ ﻣﻴﺰﺓ ﺗﻨﺎﻓﺴﻴﺔ ﻫﺎﺋﻠﺔ‬

‫‪67‬‬
 ‫‪‬‬

‫ﻟﻠﻤﻨﻈﻤﺔ ﺍﻟﺘﻲ ﲤﺘﻠﻜﻪ ﻭﺗﻄﻮﺭﻩ‪.‬‬

‫ﻭﺑﻨﺎﺀ ﹰﺍ ﻋﻠﻴﻪ ﻭﻧﻈﺮ ﹰﺍ ﻟﺘﻠﻚ ﺍﻷﳘﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﻜﺎﺗﺐ ﺳﻴﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ‬
‫ﺍﻟﻔﺼﻞ ﻣﻦ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻛﻴﻔﻴﺔ ﺑﻨﺎﺀ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺇﺩﺍﺭﺗﻪ‪ ،‬ﻭﻃﺮﻕ‬
‫ﻗﻴﺎﺳﻪ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺛﻼﺙ ﻣﺒﺎﺣﺚ‪ ،‬ﻫﻲ‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﺑﻨﺎﺀ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﲏ‪ :‬ﻃﺮﻕ ﻭﺃﺳﺎﻟﻴﺐ ﻗﻴﺎﺱ ﺍﳌﻮﺟﻮﺩﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺇﺩﺍﺭﺓ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺗﻄﻮﻳﺮﻩ‪.‬‬

‫‪68‬‬
‫‪‬‬

‫‪fiβa@szj‡€a‬‬
‫‪Ԝ仇€a@fib‡€a@êcâ@ıb‰i‬‬

‫ﺇﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻳﻌﺪ ﻣﺼﺪﺭ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‪ ،‬ﻓﺎﳌﻮﺟﻮﺩﺍﺕ‬

‫ﺍﻟﻔﻜﺮﻳﺔ ﲢﺘﺎﺟﻬﺎ ﻣﻨﻈﲈﺕ ﺍﻟﻴﻮﻡ ﺍﻟﺴﺎﻋﻴﺔ ﻟﻠﺒﻘﺎﺀ ﻭﺍﻹﺯﺩﻫﺎﺭ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻻﺑﺪ ﻣﻦ ﺑﻨﺎﺀ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻟﻠﻔﻮﺯ ﻋﲇ ﺍﻷﻣﺪ ﺍﻟﺒﻌﻴﺪ‪،‬‬
‫ﻓﺎﻟﻘﺎﻋﺪﺓ ﺍﻟﻔﻜﺮﻳﺔ ﻫﻲ ﻣﺼﺪﺭ ﺍﻟﺘﻨﺎﻓﺲ ﺍﳌﺴﺘﻘﺒﲇ ﻟﻠﻤﻨﻈﲈﺕ ﺍﳌﻌﺎﴏﺓ‪،‬‬
‫ﻛﲈ ﺃﻥ ﻣﻨﻈﲈﺕ ﺍﻟﻴﻮﻡ ﲢﺘﺎﺝ ﺇﱄ ﺃﻓﺮﺍﺩ ﻳﻤﻠﻜﻮﻥ ﳐﺰﻭﻧ ﹰﺎ ﺃﻭﺳﻊ ﻣﻦ ﺍﳌﻌﺎﺭﻑ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﺣﻴﺚ ﻳﻜﻮﻥ ﺑﻤﻘﺪﻭﺭﻫﻢ ﺃﻥ ﻳﺒﺘﻜﺮﻭﺍ ﻭﺃﻥ ﻳﻔﻮﺯﻭﺍ ﰲ ﻣﺴﺘﻘﺒﻞ‬
‫ﳎﻬﻮﻝ ﻭﻫﺬﺍ ﻳﺘﻄﻠﺐ ﺑﻨﺎﺀ ﺍﳌﻨﻈﻤﺔ ﺑﺎﳌﻮﺟﻮﺩﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ)‪.(١‬‬
‫ﰲ ﺍﳊﻘﻴﻘﺔ ﻻ ﺗﻮﺟﺪ ﻃﺮﻳﻘﺔ ﻭﺍﺣﺪﺓ ﻳﻤﻜﻦ ﺍﺗﺒﺎﻋﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﳌﻨﻈﲈﺕ‬
‫ﻟﺒﻨﺎﺀ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺑﻞ ﻫﻨﺎﻙ ﻋﺪﺓ ﻃﺮﻕ ﺗﺴﺘﻄﻴﻊ ﻣﻦ ﺧﻼﳍﺎ ﺍﳌﻨﻈﻤﺔ‬
‫ﺟﺬﺏ ﺍﻟﻌﻘﻮﻝ ﻭﲢﻔﻴﺰﻫﻢ ﳋﻠﻖ ﺍﳌﻌﺮﻓﺔ ﺑﺸﻜﻞ ﺃﻓﻀﻞ‪ ،‬ﻛﲈ ﺗﻮﺟﺪ ﻋﺪﺓ‬
‫ﻣﻌﺎﻳﲑ ﺛﻘﺎﻓﻴﺔ ﺗﺴﺘﻄﻴﻊ ﻣﻦ ﺧﻼﳍﺎ ﺍﳌﻨﻈﻤﺔ ﺑﻨﺎﺀ ﻗﺎﻋﺪﺓ ﻓﻜﺮﻳﺔ ﺭﺻﻴﻨﺔ‪،‬‬
‫ﻭﺫﻟﻚ ﺑﺎﻻﻋﺘﲈﺩ ﻋﲇ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺜﻼﺙ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ -١‬ﺗﻮﺳﻴﻊ ﺍﻟﺬﻛﺎﺀ‪ :‬ﻭﻳﺘﻤﺜﻞ ﺑﻤﺠﻤﻮﻋﺔ ﻋﻤﻠﻴﺎﺕ ﺫﻫﻨﻴﺔ ﺗﺴﺘﺨﺪﻡ‬

‫)‪ (١‬ﻋﺒﺎﺱ ﺣﺴﲔ ﺟﻮﺍﺩ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٢٢‬‬

‫‪69‬‬
 ‫‪‬‬

‫ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﺇﺫ ﻳﻌﺰﻱ ﺍﻟﻌﻠﲈﺀ ﺃﺳﺒﺎﺏ ﺍﻟﻨﺠﺎﺡ ﻟﻠﺘﻌﻠﻢ‪ ،‬ﺍﻟﺘﺴﺒﻴﺐ‬

‫ﻭﻣﻌﺎﳉﺔ ﺍﻟﺮﻣﻮﺯ‪.‬‬
‫‪ -٢‬ﺗﺸﺠﻴﻊ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺠﺪﻳﺪ‪ :‬ﺃﻱ ﺍﻟﺘﻌﺮﻑ ﻋﲇ ﺍﳌﺸﻜﻠﺔ ﻭﲢﺪﻳﺪﻫﺎ‬
‫ﻭﻣﻦ ﺛﻢ ﻏﺮﺑﻠﺔ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻧﺘﻘﺎﺀ ﺍﳉﻴﺪ ﻣﻨﻬﺎ ﻭﻣﻮﺍﺟﻬﺔ ﺍﻟﺘﺤﺪﻳﺎﺕ ﻭﺍﳌﺨﺎﻃﺮ‬
‫ﺍﻟﺘﻲ ﺗﺘﻌﺮﺽ ﳍﺎ ﻭﻛﺬﻟﻚ ﺍﺳﺘﻐﻼﻝ ﺍﻟﻔﺮﺹ ﻭﻣﻮﺍﻃﻦ ﺍﻟﻘﻮﺓ ﻭﳎﺎﲠﺔ‬
‫ﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﻭﻣﻮﺍﻃﻦ ﺍﻟﻀﻌﻒ ﰲ ﺍﳌﻨﻈﻤﺔ ﻓﻀ ﹰ‬
‫ﻼ ﻋﻦ ﺍﻹﻳﲈﻥ ﺑﺈﳚﺎﺩ ﺻﻴﻎ‬
‫ﺟﺪﻳﺪﺓ ﳊﻞ ﺍﳌﺸﻜﻼﺕ ﻭﻣﻌﺎﳉﺘﻬﺎ‪.‬‬
‫‪ -٣‬ﳑﺎﺭﺳﺔ ﺍﻟﺘﻜﺎﻣﻞ ﰲ ﺍﻟﻌﻼﻗﺎﺕ‪ :‬ﻳﺘﻄﻠﺐ ﺑﻨﺎﺀ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﺗﻘﻮﻳﺔ ﳎﻤﻮﻋﺔ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﳌﻨﻈﻤﺔ ﺑﺄﻛﻤﻠﻬﺎ ﻣﻦ ﺍﻷﻋﲇ ﺇﱄ ﺍﻷﺳﻔﻞ ﻭﺟﺬﺏ‬
‫ﻗﺎﺩﺓ ﺍﳌﺴﺘﻘﺒﻞ ﻭﺇﻋﺪﺍﺩﻫﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻕ ﺟﺪﻳﺪﺓ ﺗﺘﻔﻖ ﻣﻊ ﻃﺒﻴﻌﺔ ﻋﺎﱂ‬
‫ﳛﻜﻤﻪ ﺍﻟﺘﻐﻴﲑ ﻏﲑ ﺍﳌﺤﺪﻭﺩ)‪.(١‬‬

‫)‪ (١‬ﺭﺍﺟﻊ ﰲ ﺫﻟﻚ‪ :‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ‪.٢٢‬‬

‫‪Stewart, T.A., op,cit, P93. / Hicks, J.O., Management Informaon‬‬
‫‪System auser perspecve, 3rd ed., west publishing Co, New York,‬‬
‫‪1993, p184. / Quinn, J.B. Anderson, P,& Finkeltein, S., Managing‬‬
‫‪professional Intellect: making the most of the Best, Harverd Business‬‬
‫‪Review, Vol.74, No.2, 1996, p97.‬‬
‫ﻧﺎﻇﻢ ﺟﻮﺍﺩ‪ ،‬ﲢﻠﻴﻞ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻛﺄﺩﺍﺓ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ‪ ،‬ﺍﻟﻐﺮﻱ ﻟﻠﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺏ‪.‬ﻥ‪ ،‬ﺹ ﺹ ‪.١٣٦-١٣٥‬‬

‫‪70‬‬
‫‪‬‬

‫‪ZԜ仇€a@fib‡€a@êcâ@ıb‰i@Úflσ‰fl‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱄ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺜﻼﺙ ﺳﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ‪ ،‬ﻳﻤﻜﻦ ﺍﻟﺘﺄﻛﻴﺪ ﻋﲇ ﺃﻥ‬
‫ﺑﻨﺎﺀ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻳﻌﺪ ﻣﻨﻈﻮﻣﺔ ﻣﺘﻜﺎﻣﻠﺔ‪ ،‬ﺗﺸﺘﻤﻞ ﻋﲇ ﺃﺭﺑﻌﺔ ﺃﺑﻌﺎﺩ ﻫﻲ‬
‫)ﺍﺳﺘﻘﻄﺎﺏ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﺻﻨﺎﻋﺘﻪ‪ ،‬ﺍﳌﺤﺎﻓﻈﺔ ﻋﻠﻴﻪ‪ ،‬ﺗﻨﺸﻴﻄﻪ ﻭﺗﻄﻮﻳﺮﻩ(‪.‬‬
‫ﺳﻴﺘﻨﺎﻭﻝ ﺍﻟﻜﺎﺗﺐ ﰲ ﻫﺬﺍ ﺍﳉﺰﺀ ﻣﻦ ﺍﳌﺒﺤﺚ ﺁﻟﻴﺎﺕ ﺍﻻﺳﺘﻘﻄﺎﺏ‬
‫ﻭﺍﻟﺼﻨﺎﻋﺔ ﻭﺍﳌﺤﺎﻓﻈﺔ‪ ،‬ﻭﻳﺮﺟﺊ ﺩﺭﺍﺳﺔ ﺗﻨﺸﻴﻂ ﻭﺗﻄﻮﻳﺮ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﻟﻠﻤﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬
‫ﺍﻵﻟﻴﺔ ﺍﻷﻭﱄ‪ :‬ﺍﺳﺘﻘﻄﺎﺏ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪:‬‬
‫ﻳﻘﺼﺪ ﺑﺎﺳﺘﻘﻄﺎﺏ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ” ﺍﳉﻬﻮﺩ ﺍﻟﺘﻲ ﺗﺒﺬﳍﺎ ﺍﳌﻨﻈﻤﺔ‬
‫ﰲ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻘﴢ ﻋﻦ ﺍﻷﻓﺮﺍﺩ ﺫﻭﻱ ﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﺑﲈ‬
‫ﻳﺘﻨﺎﺳﺐ ﻭﻃﺒﻴﻌﺔ ﻧﺸﺎﻃﺎﲥﺎ ﻭﻋﻤﻠﻴﺎﲥﺎ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﻟﺘﻮﻓﲑ ﺍﳌﻨﺎﺥ ﺍﳌﻼﺋﻢ‬
‫ﳉﺬﺏ ﺃﺻﺤﺎﺏ ﺍﳋﱪﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ )ﺑﻴﺌﺔ ﺟﺎﺫﺑﺔ ﻟﻠﻜﻔﺎﺀﺍﺕ( ﻣﻦ‬
‫ﺧﻼﻝ ﺗﻮﻓﲑ ﺍﺣﺘﻴﺎﺟﺎﲥﻢ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﲈﻋﻴﺔ ﺑﲈ ﻳﻠﺒﻰ ﺭﻏﺒﺎﲥﻢ)‪.(١‬‬
‫ﻭﺗﺘﻤﺜﻞ ﺟﻬﻮﺩ ﺍﺳﺘﻘﻄﺎﺏ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﰲ ﺛﻼﺙ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ‬
‫ﻭﺍﺿﺤﺔ‪ ،‬ﻫﻲ‪:‬‬
‫‪ .١‬ﴍﺍﺀ ﺍﻟﻌﻘﻮﻝ ﻣﻦ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‪ :‬ﻳﺘﻄﻠﺐ ﻣﻦ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ‬
‫)‪ (١‬ﺧﺎﻟﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺃﺑﻮ ﺍﻟﻐﻨﻢ‪ ،‬ﺃﺛﺮ ﺗﻨﻤﻴﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﰲ ﻓﺎﻋﻠﻴﺔ ﻧﻈﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﰲ ﴍﻛﺎﺕ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﻐﺬﺍﺋﻴﺔ ﰲ ﺟﺪﺓ‪ ،‬ﳎﻠﺔ ﺍﻹﺩﺍﺭﺓ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ‪ ،‬ﺍﳌﺠﻠﺪ ‪ ،٥‬ﺍﻟﻌﺪﺩ ‪ ،٢٠١٢ ،٩‬ﺹ‪.١٠‬‬

‫‪71‬‬
 ‫‪‬‬

‫ﺃﻭ ﻣﻦ ﳉﺎﻥ ﻣﺘﺨﺼﺼﺔ ﺗﺎﺑﻌﺔ ﳍﺬﻩ ﺍﻹﺩﺍﺭﺓ ﻣﺘﺎﺑﻌﺔ ﺍﻟﻌﻘﻮﻝ ﺍﻟﱪﺍﻗﺔ ﻭﺍﻟﻨﺎﺩﺭﺓ‪،‬‬
‫ﻟﻐﺮﺽ ﺟﺬﲠﺎ ﻭﺍﺳﺘﻘﻄﺎﲠﺎ ﻛﻤﻬﺎﺭﺍﺕ ﻭ ﺧﱪﺍﺕ ﻣﺘﻘﺪﻣﺔ ﺗﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ‬
‫ﺍﳌﻨﻈﻤﺔ ﺑﺸﻜﻞ ﻛﺒﲑ ﰲ ﺯﻳﺎﺩﺓ ﺭﺻﻴﺪﻫﺎ ﺍﳌﻌﺮﰲ ﺍﻟﺬﻱ ﻳﻨﻌﻜﺲ ﰲ ﺯﻳﺎﺩﺓ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ ﺑﺎﺳﺘﻤﺮﺍﺭ‪.‬‬
‫ﻭﻣﻦ ﺃﺑﺮﺯ ﺍﳌﲈﺭﺳﺎﺕ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻫﻲ ﴍﺍﺀ ﺍﻟﻌﻘﻮﻝ ﻣﻦ ﺍﳋﺎﺭﺝ ﺑﺘﻜﻠﻔﺔ‬
‫ﺭﺧﻴﺼﺔ )ﻫﺠﺮﺓ ﺍﻷﺩﻣﻐﺔ(‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺍﻻﺗﺼﺎﻝ ﲠﻢ ﻋﱪ ﺍﻹﻧﱰﻧﺖ ﺃﻭ‬
‫ﻗﻴﺎﻡ ﻣﻮﻇﻔﲔ ﺗﺎﺑﻌﲔ ﻟﻠﻤﻨﻈﻤﺔ ﺑﺎﻟﺴﻔﺮ ﻧﺤﻮ ﺍﳋﺎﺭﺝ ﻟﻠﺒﺤﺚ ﻋﻦ ﺍﻟﻌﻘﻮﻝ‬
‫ﺫﺍﺕ ﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺫﻟﻚ ﻛﻠﻪ ﻣﻦ ﺃﺟﻞ ﺗﻌﺰﻳﺰ ﺍﳌﻴﺰﺓ‬
‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬
‫‪ .٢‬ﺷﺠﺮﺓ ﺍﻟﻜﻔﺎﻳﺎﺕ‪ :‬ﺇﻥ ﺍﻟﻜﻔﺎﻳﺔ ﺗﺘﻀﻤﻦ ﻣﻜﻮﻧﲔ ﺭﺋﻴﺴﻴﲔ ﻫﻢ‪،‬‬
‫ﺍﳌﻜﻮﻥ ﺍﳌﻌﺮﰲ ﻭﺍﳌﻜﻮﻥ ﺍﻟﺴﻠﻮﻛﻲ)‪.(١‬‬
‫ﻓﺎﳌﻜﻮﻥ ﺍﳌﻌﺮﰲ ﻫﻮ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ‬
‫ﺍﳌﺘﺼﻠﺔ ﺑﺠﺪﺍﺭﺓ ﺍﻟﺸﺨﺺ‪ ،‬ﺃﻣﺎ ﺍﳌﻜﻮﻥ ﺍﻟﺴﻠﻮﻛﻲ ﻓﻬﻮ ﳎﻤﻮﻉ ﻣﺎ ﻳﻘﻮﻡ ﺑﻪ‬
‫ﺍﻟﺸﺨﺺ ﺃﺛﻨﺎﺀ ﺗﺄﺩﻳﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻤﻜﻦ ﻣﻼﺣﻈﺘﻪ ﺗﻘﻮﻳﻤﻪ‪.‬‬
‫ﺃﻣﺎ ﺷﺠﺮﺓ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻓﺘﻌﺪ ﺃﺣﺪ ﺗﻘﻨﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ‬
‫ﺍﻹﻟﻜﱰﻭﻧﻴﺔ ﻭﲤﺜﻞ ﳐﻄﻂ ﻳﻮﺿﺢ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ ﻭﺍﳌﻌﺎﺭﻑ ﺍﳌﻄﻠﻮﺑﺔ‬
‫ﰲ ﺍﳌﻨﻈﻤﺔ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺸﺠﺮﺓ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺗﺴﻬﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺳﻮﺍﻕ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﴩﻳﺔ )ﺍﻻﺳﺘﻘﻄﺎﺏ ﺍﻹﻟﻜﱰﻭﲏ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ(‪.‬‬
‫)‪ (١‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٢٦٥‬‬

‫‪72‬‬
‫‪‬‬

‫‪ (١‬ﻣﺮﺍﺟﻌﺔ ﻣﻨﻈﲈﺕ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ :‬ﺗﺮﻛﺰ ﺭﺅﻳﺔ ﻫﺬﻩ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ‬

‫ﻋﲇ ﺃﻥ ﺍﳌﻨﻈﲈﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ )ﻣﺪﺍﺭﺱ‪ ،‬ﻣﻌﺎﻫﺪ‪ ،‬ﺟﺎﻣﻌﺎﺕ( ﺗﻌﺪ ﻣﺼﺪﺭ ﹰﺍ‬
‫ﻫﺎﻣ ﹰﺎ ﻻﻛﺘﺸﺎﻑ ﺍﳌﻮﺍﻫﺐ ﻭﺍﺳﺘﻘﻄﺎﲠﻢ ﻭﻋﲇ ﻫﺬﺍ ﺍﻷﺳﺎﺱ ﳚﺐ ﲨﻊ‬
‫ﺍﳌﺴﺆﻭﻟﲔ ﰲ ﺍﳌﻨﻈﲈﺕ ﻭﺃﻥ ﻳﻘﻮﻣﻮﺍ ﺑﺰﻳﺎﺭﺓ ﺍﳌﻨﻈﲈﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﻜﻮﻳﻨﻴﺔ‬
‫ﻭﲢﺪﻳﺪ ﹰﺍ ﻟﻠﻤﺮﺍﺣﻞ ﺍﳌﻨﺘﻬﻴﺔ ﻓﻴﻬﺎ ﺍﻻﺳﺘﻘﻄﺎﺏ ﺍﻟﺬﻳﻦ ﻳﺘﻤﺘﻌﻮﻥ ﺑﺨﱪﺍﺕ‬
‫ﻭﻣﻘﺪﺭﺍﺕ ﺧﺎﺻﺔ ﻻﺳﺘﺨﺪﺍﻡ ﻣﻬﺎﺭﺍﲥﻢ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻭﺍﻹﺑﺪﺍﻋﻴﺔ ﰲ ﻣﺸﺎﻛﻞ‬
‫ﻋﻤﻞ ﻓﺮﻳﺪﺓ ﻣﻦ ﻧﻮﻋﻬﺎ)‪.(١‬‬
‫ﺍﻵﻟﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﺻﻨﺎﻋﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪:‬‬
‫ﻳﻘﺼﺪ ﺑﺼﻨﺎﻋﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ” ﳎﻤﻮﻋﺔ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﳌﲈﺭﺳﺎﺕ‬
‫ﺍﻟﺘﻲ ﺗﺘﺨﺬﻫﺎ ﺍﳌﻨﻈﻤﺔ ﰲ ﺗﻜﻮﻳﻦ ﺭﺃﺱ ﻣﺎﻝ ﻣﻌﺮﰲ ﺧﺎﺹ ﲠﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ‬
‫ﺍﺗﺒﺎﻉ ﻋﺪﺩ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﻨﻬﺠﻴﺔ ﻣﺜﻞ ﺍﻟﱪﺍﻣﺞ ﻭﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‬
‫ﻭﺑﺮﺍﻣﺞ ﺗﻨﻤﻴﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﲈﻋﻴﺔ ﺑﲔ ﺃﻓﺮﺍﺩ ﺍﻟﺘﻨﻈﻴﻢ ﺑﲈ ﻳﺴﺎﻋﺪ ﻋﲇ‬
‫ﺧﻠﻖ ﻧﺴﻴﺞ ﻣﻌﺮﰲ ﺧﺎﺹ ﺑﺎﳌﻨﻈﻤﺔ ﻳﻜﻮﻥ ﺑﻤﺜﺎﺑﺔ ﻣﻴﺰﺓ ﺗﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ‬
‫ﺩﻭﻥ ﻏﲑﻫﺎ)‪.(٢‬‬
‫ﺗﺘﻄﻠﺐ ﺻﻨﺎﻋﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻕ ﻓﺎﻋﻠﺔ ﻟﻠﺮﺑﻂ ﺑﲔ‬
‫ﺃﺩﻭﺍﺕ ﺍﻟﻌﻤﻞ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺍﻷﻧﻈﻤﺔ ﺍﳌﺒﺘﻜﺮﺓ‪ ،‬ﻭﺍﻟﺘﺼﺎﻣﻴﻢ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﳌﻼﺋﻤﺔ‪،‬‬
‫ﻭﻫﺬﻩ ﺑﻌﺾ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺼﻨﺎﻋﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬

‫)‪ (١‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.١١٢ -١١١‬‬

‫)‪ (٢‬ﺧﺎﻟﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺃﺑﻮ ﺍﻟﻐﻨﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١١‬‬

‫‪73‬‬
 ‫‪‬‬

‫‪ (١‬ﺧﺮﻳﻄﺔ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺗﻌﺮﻑ ﺧﺮﻳﻄﺔ ﺍﳌﻌﺮﻓﺔ ﻋﲇ ﺃﳖﺎ ﺗﻘﺪﻳﻢ ﻋﺮﺽ‬

‫ﻣﺮﺋﻲ ﻟﻠﻤﻌﺮﻓﺔ ﺍﳊﻴﻮﻳﺔ ﺍﳌﺆﺩﻳﺔ ﺇﱄ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻷﻋﲈﻝ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ‪،‬‬
‫ﺇﻥ ﻏﺎﻳﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺧﺮﻳﻄﺔ ﺍﳌﻌﺮﻓﺔ ﺗﺘﻤﺤﻮﺭ ﰲ‪:‬‬
‫‪ .١‬ﲢﺪﻳﺪ ﺍﳌﺮﻛﺰ ﺍﳌﻌﺮﰲ ﻟﻠﻤﻨﻈﻤﺔ ﻣﻘﺎﺭﻧﺔ ﺑﺎﳌﻨﻈﲈﺕ ﺍﳌﻨﺎﻓﺴﺔ ﻳﺘﻢ ﻋﲇ‬
‫ﺃﺳﺎﺱ ﻣﺎ ﻳﲇ‪:‬‬
‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﺍﳉﻮﻫﺮﻳﺔ‪ :‬ﻭﻫﻲ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻮﺍﺟﺐ ﺗﻮﺍﻓﺮﻫﺎ ﻟﺪﻱ ﺍﳌﻨﻈﻤﺔ‬
‫ﳌﻮﺍﺟﻬﺔ ﺍﳌﻨﺎﻓﺲ‪.‬‬
‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﺍﳌﺘﻘﺪﻣﺔ‪ :‬ﻭﻫﻲ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻲ ﲤﻜﻦ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺍﻛﺘﺴﺎﺏ‬
‫ﻗﺪﺭﺍﺕ ﺗﻨﺎﻓﺴﻴﺔ‪.‬‬
‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ‪ :‬ﻭﻫﻲ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻲ ﺗﻌﻄﻰ ﻟﻠﻤﻨﻈﻤﺔ ﻣﻴﺰﺓ ﺗﻨﺎﻓﺴﻴﺔ‪.‬‬
‫‪ .٢‬ﲢﺪﻳﺪ ﻓﺠﻮﺍﺕ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻲ ﲤﺜﻞ ﺍﻟﻨﻘﺺ ﺃﻭ ﺍﻟﻀﻌﻒ ﰲ ﺍﳌﻌﺮﻓﺔ‪،‬‬
‫ﻭﻣﻦ ﺃﺟﻞ ﺍﻟﻌﻤﻞ ﻋﲇ ﻏﻠﻖ ﺗﻠﻚ ﺍﻟﻔﺠﻮﺍﺕ ﺗﻘﻮﻡ ﺍﳌﻨﻈﻤﺔ ﺑﺎﳌﲈﺭﺳﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺗﻌﺰﻳﺰ ﻗﺎﺑﻠﻴﺎﺕ ﺍﻷﻓﺮﺍﺩ ﰲ ﳎﺎﻝ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺑﺎﻹﻓﺎﺩﺓ ﻣﻦ ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳌﺪﻭﻧﺔ ﰲ ﺃﻧﻈﻤﺔ ﺍﻟﱪﳎﻴﺎﺕ‪.‬‬
‫‪ -‬ﲤﻜﲔ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺍﻟﻌﻤﻞ ﻣﻊ ﺫﻭﻱ ﺍﻟﻄﺎﻗﺎﺕ ﺍﻟﺬﻫﻨﻴﺔ )ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﻌﺮﰲ( ﻭﺍﻻﺣﺘﻜﺎﻙ ﲠﻢ‪.‬‬
‫‪ (٢‬ﺑﻨﺎﺀ ﺍﻷﻧﺴﺠﺔ ﺍﻟﻔﻜﺮﻳﺔ‪ :‬ﺗﺘﺸﻜﻞ ﺍﻷﻧﺴﺠﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻋﻨﺪ ﺗﻔﺎﻋﻞ‬
‫ﻭﺗﻌﻠﻢ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺨﺘﺼﲔ ﻭﺍﳌﻬﻨﻴﲔ ﻭﺍﳌﺒﺘﻜﺮﻳﻦ ﻣﻊ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ‬

‫‪74‬‬
‫‪‬‬

‫ﺛﻢ ﺗﻨﺤﻞ ﻋﻨﺪ ﺍﻧﺘﻬﺎﺀ ﺍﳌﴩﻭﻉ ﺍﳌﺤﺪﺩ‪ ،‬ﻭﺗﺆﻛﺪ ﻫﺬﻩ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﺇﺫﺍ ﻣﺎ‬
‫ﺗﻮﺍﻓﺮﺕ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﻭﺍﳌﺮﻭﻧﺔ ﻭﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻟﻜﺜﻴﻔﺔ ﻭﺍﳌﺘﻨﻮﻋﺔ ﺑﲔ ﳐﺘﻠﻒ‬
‫ﺍﳌﻬﻨﻴﲔ ﻭﺍﻻﺑﺘﻜﺎﺭﻳﲔ ﻓﻬﺬﺍ ﻳﺆﺩﻱ ﺣﺘ ﹰﲈ ﺇﱄ ﺍﻟﺘﻌﻠﻢ ﺍﻟﴪﻳﻊ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺍﻟﺮﺍﻓﻌﺔ‬
‫ﺍﳌﻌﺮﻓﻴﺔ ﻭﲢﻘﻴﻖ ﺍﻟﻮﺛﻮﺏ ﺍﻟﴪﻳﻊ ﻣﻦ ﺍﻟﻔﻜﺮﺓ ﺇﱄ ﺍﳌﻨﺘﺞ‪.‬‬
‫‪ (٣‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺬﻛﻴﺔ‪ :‬ﻳﺆﺩﻱ ﺻﻨﻊ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻨﺎﺱ ﺍﻷﺫﻛﻴﺎﺀ‬
‫)ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ( ﺇﱄ ﻗﻴﺎﺩﺓ ﺫﻛﻴﺔ ﻷﻥ ﺍﳌﺪﻳﺮ ﺍﻟﺬﻛﻰ ﻳﺮﻛﺰ ﺍﻫﺘﲈﻣﻪ ﻋﲇ‬
‫ﺍﻟﺘﻌﻠﻢ ﺍﳌﻨﻈﻤﻲ ﻭﺍﻟﺘﺪﺭﻳﺐ ﳌﻮﻇﻔﻴﻪ‪ ،‬ﻭﻣﻦ ﺃﺟﻞ ﺃﻥ ﻳﻜﻮﻥ ﻫﻮ ﺍﻟﻘﺎﺩﺭ ﻋﲇ‬
‫ﳑﺎﺭﺳﺔ ﻧﺸﺎﻃﻪ ﺑﺬﻛﺎﺀ ﻋﻠﻴﻪ ﺍﺗﺒﺎﻉ ﺃﺳﺲ ﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﻔﻌﺎﻝ ﺍﳌﺘﻤﺜﻠﺔ ﰲ‪:‬‬
‫‪ -‬ﺍﻻﺳﺘﻤﺮﺍﺭ‪ :‬ﻭﻫﻮ ﺍﻟﻘﻴﺎﻡ ﺑﺘﻘﺪﻳﺮ ﻣﻮﻇﻔﻴﻪ ﻷﻧﻪ ﻳﻌﺮﻑ ﺃﻥ ﺍﻟﺘﻘﺪﻳﺮ‬
‫ﻳﺪﻓﻊ ﺇﱄ ﺍﻟﺘﻔﻮﻕ‪.‬‬
‫‪ -‬ﺍﻟﻔﻮﺭﻳﺔ‪ :‬ﺃﻥ ﻳﻜﻮﻥ ﺗﻘﺪﻳﺮﻩ ﻓﻮﺭﻱ ﻷﻧﻪ ﻳﻌﻠﻢ ﺃﻥ ﺍﻟﺘﻘﺪﻳﺮ ﺍﳌﺘﺄﺧﺮ‬
‫ﻳﺆﺛﺮ ﻓﻴﻪ‪.‬‬
‫‪ -‬ﺍﻟﺸﻤﻮﻟﻴﺔ‪ :‬ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻘﺪﻳﺮ ﳉﻤﻴﻊ ﺍﳌﻮﻇﻔﲔ‪ ،‬ﻭﺃﻥ ﻳﻘﺪﺭ ﺍﻟﺼﻐﲑ‬
‫ﻗﺒﻞ ﺍﻟﻜﺒﲑ‪.‬‬
‫‪ -‬ﺍﻟﺪﺳﺘﻮﺭ‪ :‬ﺍﻟﺘﻘﺪﻳﺮ ﻟﻪ ﺩﺳﺘﻮﺭ ﻭﻫﻮ ﺟﺰﺀ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ)‪.(١‬‬
‫ﻭﺑﻌﺪ ﻫﺬﺍ ﺍﻟﻌﺮﺽ ﻻﺑﺪ ﻣﻦ ﺍﻹﺷﺎﺭﺓ ﺇﱄ ﺃﻥ ﻣﺴﺄﻟﺔ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻨﻈﻤﺔ‬
‫ﻵﻟﻴﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ ﺃﻭ ﺍﻟﺼﻨﺎﻋﺔ ﺃﻭ ﺍﻻﺛﻨﲔ ﻣﻌ ﹰﺎ ﲢﻜﻤﻬﺎ ﻋﺪﺩ ﻣﻦ ﺍﳌﺆﴍﺍﺕ‬
‫ﺗﺘﻠﺨﺺ ﻓﻴﲈ ﻳﲇ‪:‬‬
‫)‪ (١‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٢٦٩-٢٦٨‬‬

‫‪75‬‬
 ‫‪‬‬

‫‪ -‬ﺍﳌﻮﺍﺯﻧﺔ ﺑﲔ ﻛﻠﻔﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ ﻭﺍﻟﺼﻨﺎﻋﺔ ﻭﺍﻟﻌﺎﺋﺪ ﻣﻨﻬﺎ‪.‬‬

‫‪ -‬ﺍﳌﻮﺍﺯﻧﺔ ﺑﲔ ﺗﻮﺍﻓﺮ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺩﺍﺧﻠﻴ ﹰﺎ ﻭﺍﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ ﻣﻦ‬
‫ﺧﺎﺭﺝ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫‪ -‬ﺍﳌﻮﺍﺯﻧﺔ ﺑﲔ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﺪﺧﻮﻝ ﺩﻣﺎﺀ ﺟﺪﻳﺪﺓ ﻭﻣﻘﺎﻭﻣﺔ ﺍﻟﺘﻐﻴﲑ‬
‫ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺍﳊﺎﱄ‪.‬‬
‫‪ -‬ﺍﳌﻮﺍﺯﻧﺔ ﺑﲔ ﺍﳊﺎﺟﺔ ﺍﻟﺪﺍﺋﻤﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺍﳊﺎﺟﺔ ﺍﳌﺆﻗﺘﺔ ﻟﻪ)‪.(١‬‬
‫ﺍﻵﻟﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﺍﳌﺤﺎﻓﻈﺔ ﻋﲇ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪:‬‬
‫ﻳﻘﺼﺪ ﺑﻤﺤﺎﻓﻈﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ” ﳎﻤﻞ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﺘﻲ ﺗﺘﺨﺬﻫﺎ ﺍﳌﻨﻈﻤﺔ ﺑﻐﻴﺔ ﺍﳊﻔﺎﻅ ﻋﲇ ﳐﺰﻭﳖﺎ ﺍﳌﻌﺮﰲ ﻣﻦ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ ﻭﺍﳌﻌﺎﺭﻑ ﻭﺫﻟﻚ ﺿﻤﻦ ﻋﺪﺩ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ‬
‫ﻭﺍﻟﻮﺳﺎﺋﻞ ﻭﻣﻦ ﺃﺑﺮﺯﻫﺎ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﺤﻔﻴﺰ ﺍﳌﺎﺩﻱ ﻭﺍﳌﻌﻨﻮﻱ ﻭﺍﻟﺘﻌﻠﻢ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﺗﻨﻤﻴﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﲈﻋﻴﺔ ﺑﲔ ﺃﻓﺮﺍﺩ ﺍﻟﺘﻨﻈﻴﻢ)‪.(٢‬‬
‫ﻼ ﻣﻬ ﹰﲈ ﻟﺒﻘﺎﺀ ﺍﳌﻨﻈﻤﺔ‬
‫ﻳﻤﺜﻞ ﺍﳌﺤﺎﻓﻈﺔ ﻋﲇ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻋﺎﻣ ﹰ‬
‫ﻭﺍﺳﺘﻤﺮﺍﺭﻫﺎ‪ ،‬ﺣﻴﺚ ﺃﳖﻢ ﻳﻤﺜﻠﻮﻥ ﺍﻟﻨﺨﺒﺔ ﺍﳌﻤﺘﺎﺯﺓ ﺍﻟﺘﻲ ﺗﻜﻮﻧﺖ ﻟﺪﳞﺎ‬
‫ﺍﳋﱪﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﺍﳌﱰﺍﻛﻤﺔ‪ ،‬ﻭﻳﻘﻮﻝ ‪ Romanathan‬ﺳﻨﺔ ‪ ١٩٩٠‬ﰲ‬
‫ﻫﺬﺍ ﺍﻟﺼﺪﺩ ”ﺇﻥ ﺑﻘﺎﺀ ﻣﻨﻈﲈﺕ ﺍﳌﺘﻨﺎﻓﺴﲔ ﻭﺍﺳﺘﻤﺮﺍﺭﻳﺘﻬﺎ ﰲ ﺍﻷﺟﻞ ﺍﻟﻄﻮﻳﻞ‬

‫)‪ (١‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١١٣‬‬

‫)‪ (٢‬ﺧﺎﻟﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺃﺑﻮ ﺍﻟﻐﻨﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١١‬‬

‫‪76‬‬
‫‪‬‬

‫ﺭﻫﻦ ﺑﻘﺪﺭﺓ ﻛﻞ ﻣﻨﻬﺎ ﻋﲇ ﺍﻻﺑﺘﻜﺎﺭ ﺍﳌﺴﺘﻤﺮ)‪.(١‬‬

‫ﲤﺜﻞ ﺃﺳﺎﻟﻴﺐ ﺍﳌﺤﺎﻓﻈﺔ ﻋﲇ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺍﻷﺩﻭﺍﺕ ﺍﻟﻮﻗﺎﺋﻴﺔ ﻣﻦ‬
‫ﺍﳌﺨﺎﻃﺮ ﺍﻟﺘﻲ ﻗﺪ ﲢﻠﻖ ﺑﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺣﴫﻫﺎ ﰲ ﺍﻟﻨﻘﺎﻁ‬
‫ﺍﻟﺘﺎﻟﻴﺔ)‪:(٢‬‬
‫‪ -‬ﺗﻨﺸﻴﻂ ﺍﻟﺘﺤﻔﻴﺰ ﺍﳌﺎﺩﻱ ﻭﺍﻻﻋﺘﺒﺎﺭﻱ‪.‬‬
‫‪ -‬ﺍﻟﺘﺼﺪﻱ ﻟﻠﺘﻘﺎﺩﻡ ﺍﻟﺘﻨﻈﻴﻤﻲ‪.‬‬
‫‪ -‬ﻣﻮﺍﺟﻬﺔ ﺍﻹﺣﺒﺎﻁ ﺍﻟﺘﻨﻈﻴﻤﻲ‪.‬‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﻓﺮﺹ ﺍﻻﻏﱰﺍﺏ ﺍﻟﺘﻨﻈﻴﻤﻲ‪.‬‬
‫‪ -‬ﺗﻌﺰﻳﺰ ﺍﻟﺘﻤﻴﻴﺰ ﺍﻟﺘﻨﻈﻴﻤﻲ‪.‬‬

‫)‪ (١‬ﻋﺎﺩﻝ ﺣﺮﺣﻮﺵ ﺍﳌﻔﺮﺟﻲ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٣٠‬‬

‫)‪ (٢‬ﻋﺎﺩﻝ ﺣﺮﺣﻮﺵ ﺍﳌﻔﺮﺟﻲ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪ / .١٤٣‬ﻳﻤﻜﻦ‬
‫ﻣﺮﺍﺟﻌﺔ‪ ،‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١١٥‬‬

‫‪77‬‬
 ‫‪‬‬

‫‪Ô„br€a@szj‡€a‬‬
‫‪ÚӜ仇€a@paÖÏuχ€a@êbÓ”@kÓ€bçcÎ@÷äü‬‬
‫‪Ԝ仇€a@fib‡€a@êcâÎ‬‬

‫ﻳﻌﺪ ﺗﻘﻴﻴﻢ ﻭﻗﻴﺎﺱ ﺍﳌﻮﺟﻮﺩﺍﺕ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ )ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ(‬

‫ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺍﻟﺘﻲ ﺳﺘﻐﲑ ﺻﻮﺭﺓ ﺍﻻﺳﺘﺜﲈﺭ ﺇﺫ ﺃﻥ ﺣﺴﺎﲠﺎ ﰲ‬
‫ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﻟﻌﻤﻮﻣﻴﺔ ﻭﻛﺸﻮﻓﺎﺕ ﺍﻟﺪﺧﻞ ﺳﻮﻑ ﻳﻈﻬﺮ ﺍﻷﺭﺑﺎﺡ ﻭﺍﳋﺴﺎﺋﺮ‬
‫ﺍﳊﻘﻴﻘﻴﺔ ﻟﻠﻤﻨﻈﲈﺕ‪ ،‬ﻓﺎﳌﻮﺟﻮﺩﺍﺕ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﺳﺘﺄﺧﺬ ﺣﻴﺰ ﹰﺍ ﻛﺒﲑ ﹰﺍ‬
‫ﰲ ﻣﻨﻈﲈﺕ ﺍﻷﻋﲈﻝ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﻘﺮﻳﺐ‪ ،‬ﻓﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻳﺘﻀﻤﻦ‬
‫ﻣﻮﺟﻮﺩﺍﺕ ﺷﺘﻲ ﻣﻨﻬﺎ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﺰﺑﺎﺋﻦ‪،‬‬
‫ﻭﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﺍﻟﻜﻔﺎﺀﺍﺕ ﻭﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﻭﺍﳌﺎﺭﻛﺎﺕ ﺍﳌﺴﺠﻠﺔ‬
‫ﻭﺣﻘﻮﻕ ﺍﻻﺑﺘﻜﺎﺭ ﻛﻞ ﺫﻟﻚ ﺃﺩﻱ ﺇﱄ ﺍﻧﺘﻘﺎﺩ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﻟﻌﻤﻮﻣﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬
‫ﺍﻟﺘﻲ ﻻ ﺗﻈﻬﺮ ﻫﺬﻩ ﺍﳌﻮﺟﻮﺩﺍﺕ ﺍﻟﻐﲑ ﻣﻠﻤﻮﺳﺔ ﰲ ﺣﺴﺎﺑﺎﲥﺎ ﻭﺍﻟﺘﻰ ﺗﺆﺛﺮ‬
‫ﺑﺸﻜﻞ ﻛﺒﲑ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺴﺘﺜﻤﺮﻳﻦ‪.‬‬

‫‪78‬‬
‫‪‬‬

‫‪ZHQIHԜ仇€a@fib‡€a@êcâ@êbÓ”@I@i@ÖÏñ‘‡€a‬‬
‫ﳑﺎ ﻻ ﺷﻚ ﻓﻴﻪ ﺃﻥ ﻟﻜﻞ ﺣﺪﺙ ﺍﻗﺘﺼﺎﺩﻱ ﻗﻴﻤﺔ ﳏﺪﺩﺓ‪ ،‬ﻭﺍﳍﺪﻑ‬
‫ﻣﻦ ﻗﻴﺎﺱ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﻫﻮ ﺗﺰﻭﻳﺪ ﺍﳌﺴﺘﺨﺪﻣﲔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﺗﺴﺎﻋﺪ‬
‫ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﺴﻠﻤﻴﺔ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﺗﻘﺪﻡ ﰲ ﺷﻜﻞ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﺑﻴﺎﻧﺎﺕ ﺭﻗﻤﻴﺔ ﺗﺴﺎﻋﺪ ﰲ ﻣﻘﺎﺭﻧﺘﻬﺎ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ‬
‫ﺻﺎﺩﻗﺔ ﻭﺩﻗﻴﻘﺔ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺮﻗﻤﻴﺔ ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺤﺎﺳﺒﻴﺔ‬
‫ﻟﻠﺤﺪﺙ ﺍﻻﻗﺘﺼﺎﺩﻱ“‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺗﻌﺮﻳﻒ ﺍﻟﻘﻴﺎﺱ ﺍﳌﺤﺎﺳﺒﻲ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻫﻮ ”ﻋﻤﻠﻴﺔ‬
‫ﻗﻴﺎﺱ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ ﳉﻬﺪ ﻭﺧﺪﻣﺎﺕ ﻭﻧﺸﺎﻁ ﺍﻟﻌﻨﴫ ﺍﻟﺒﴩﻱ‪ ،‬ﻓﺎﳍﺪﻑ ﻟﻴﺲ‬
‫ﻗﻴﺎﺱ ﻗﻴﻤﺔ ﺍﻹﻧﺴﺎﻥ ﻛﺈﻧﺴﺎﻥ‪ ،‬ﻭﺇﻧﲈ ﻗﻴﺎﺱ ﻣﻘﺪﺍﺭ ﻭﻗﻴﻤﺔ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺘﻲ‬
‫ﻳﻘﺪﻣﻬﺎ ﻟﻠﻤﻨﻈﻤﺔ“‪.‬‬
‫ﻓﺎﻟﻘﻴﺎﺱ ﺍﳌﺤﺎﺳﺒﻲ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻣﺎ ﻫﻮ ﺇﻻ ﻋﻤﻠﻴﺔ ﻗﻴﺎﺱ‬
‫ﺧﺪﻣﺎﺕ ﺍﻟﻌﻨﴫ ﺍﻟﺒﴩﻱ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﻌﺎﺋﺪ ﺑﻮﺳﺎﺋﻞ ﻧﻘﺪﻳﺔ ﺃﻭ‬
‫ﻏﲑ ﻧﻘﺪﻳﺔ‪ ،‬ﻭﺍﳍﺪﻑ ﻣﻦ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻟﺪﺍﺧﲇ ﺃﻭ ﺍﳋﺎﺭﺟﻲ ﻟﻨﺘﺎﺋﺞ ﻫﺬﺍ ﺍﻟﻘﻴﺎﺱ‬
‫)‪ (١‬ﺭﺍﺟﻊ ﰲ ﺫﻟﻚ‪ :‬ﻋﺼﺎﻡ ﻓﻬﺪ ﺍﻟﻌﺮﺑﻴﺪ‪ ،‬ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ )ﺍﻟﻔﻜﺮﻱ( ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﻭﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ ،‬ﻣﺘﺎﺡ ﻋﲇ‬
‫ﺍﻟﺮﺍﺑﻂ ﺍﻟﺘﺎﱄ‪ / www.hrdiscussion.com :‬ﻓﺎﻃﻤﺔ ﻋﲇ ﺍﻟﺮﺑﺎﺑﻌﺔ‪ ،‬ﻣﺮﺟﻊ‬
‫ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪ / .١٩-١٥‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.١٣٦ -١٢٠‬‬
‫‪ /‬ﻋﻴﴘ ﻫﺎﺷﻢ ﺣﺴﻦ‪ ،‬ﺍﻟﻘﻴﺎﺱ ﺍﳌﺤﺎﺳﺒﻲ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪ :‬ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﻋﲇ‬
‫ﻗﻄﺎﻉ ﺍﳌﺼﺎﺭﻑ ﰲ ﺳﻮﺭﻳﺎ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﰲ ﺍﳌﺤﺎﺳﺒﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺩﻣﺸﻖ‪.٢٠٠٥ ،‬‬

‫‪79‬‬
 ‫‪‬‬

‫ﻫﻮ ﺇﻳﺼﺎﳍﺎ ﺇﱄ ﻣﺴﺘﺨﺪﻣﻴﻬﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﻭﺑﺎﻟﺸﻜﻞ ﺍﳌﻼﺋﻢ‪،‬‬

‫ﻟﺘﺘﻤﻜﻦ ﺍﻷﻃﺮﺍﻑ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺮﺷﻴﺪﺓ ﻓﻴﲈ ﻳﺘﻌﻠﻖ ﺑﺮﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ)‪.(١‬‬
‫‪ZԜ仇€a@fib‡€a@êcâ@êbÓ”@…œaÎÖ‬‬
‫ﻛﺎﻥ ﺍﻟﺘﻮﺟﻪ ﻟﻘﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻧﻈﺮ ﹰﺍ ﻟﻮﺟﻮﺩ ﴐﻭﺭﺍﺕ‬
‫ﻣﺮﺗﺒﻄﺔ ﺑﺬﻟﻚ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﺣﻴﺚ ﺳﻌﺖ ﺍﳌﻨﻈﲈﺕ ﺇﱄ ﻗﻴﺎﺱ ﻣﻮﺟﻮﺩﺍﲥﺎ‬
‫ﺍﻟﻔﻜﺮﻳﺔ ﻷﺳﺒﺎﺏ ﻋﺪﻳﺪﺓ‪ ،‬ﻣﺘﻤﺜﻠﺔ ﻓﻴﲈ ﻳﲇ‪:‬‬
‫* ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻳﻮﻓﺮ ﺃﺳﺎﺳ ﹰﺎ ﻟﺘﻘﻴﻴﻢ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻟﱰﻛﻴﺰ ﻋﲇ ﺍﳌﻮﺟﻮﺩﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ‪ ،‬ﻓﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻫﻮ ﺍﻷﺳﺎﺱ ﰲ‬
‫ﲢﺪﻳﺪ ﻗﻴﻤﺔ ﻣﻨﻈﲈﺕ ﺍﻷﻋﲈﻝ‪.‬‬
‫* ﳛﻔﺰ ﺍﻹﺩﺍﺭﺓ ﻭﳛﺜﻬﺎ ﻋﲇ ﻣﺎ ﻫﻮ ﻣﻬﻢ ﻋﱪ ﺍﻟﱰﻛﻴﺰ ﻋﲇ ﺍﻟﻨﺸﺎﻁ ﺃﻭ‬
‫ﺍﻟﻔﻌﻞ‪ ،‬ﺇﺫ ﺃﻥ ﺍﻟﱰﻛﻴﺰ ﺍﻵﻥ ﻟﻴﺲ ﻋﲇ ﻭﺟﻮﺩ ﺃﻭ ﻋﺪﻡ ﻭﺟﻮﺩ ﺃﺭﺻﺪﺓ ﻣﻌﺮﻓﻴﺔ‬
‫ﺇﻧﲈ ﻋﲇ ﻭﺟﻮﺩ ﻃﺮﺍﺋﻖ ﻟﻘﻴﺎﺳﻬﺎ ﻭﺗﻘﻴﻴﻤﻬﺎ‪.‬‬
‫* ﻳﺴﺘﺨﺪﻡ ﻛﺄﺳﺎﺱ ﻟﺘﱪﻳﺮ ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺃﻧﺸﻄﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﻮﺍﺳﻄﺔ‬
‫ﺍﻟﱰﻛﻴﺰ ﻋﲇ ﺍﳌﻨﻔﻌﺔ ﺃﻭ ﺍﻟﻌﺎﺋﺪ‪ ،‬ﺇﺫ ﻳﻤﺜﻞ ﺍﻹﻣﻜﺎﻧﻴﺔ ﺍﳌﺨﻔﻴﺔ ﻟﻠﺘﻄﻮﺭ ﺍﳌﺴﺘﻘﺒﲇ‪.‬‬
‫* ﻳﻜﺸﻒ ﻋﻦ ﺧﺼﺎﺋﺺ ﻭﻗﺪﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻨﻈﻤﺔ‬
‫ﻭﳛﺪﺩ ﺫﻭﻱ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻭﺍﳌﺘﻤﻴﺰﺓ ﻭﺍﻟﺘﻲ ﺗﻌﺘﱪ ﺻﻌﺒﺔ ﻟﻠﺘﻘﻠﻴﺪ ﻣﻦ‬

‫)‪ (١‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٢١‬‬

‫‪80‬‬
‫‪‬‬

‫ﻗﺒﻞ ﺍﳌﻨﺎﻓﺴﲔ‪.‬‬
‫* ﻳﻌﺘﱪ ﺃﺩﺍﺓ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﳌﺤﺎﻓﻈﺔ ﻋﲇ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺇﺫﺍ ﳛﺪﺩ‬
‫ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﰲ ﺃﺩﺍﺋﻬﻢ ﺑﲈ ﻳﺴﻬﻢ ﰲ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﲥﻢ ﻭﻛﻔﺎﺀﺍﲥﻢ‪.‬‬
‫* ﻳﻌﺪ ﻣﺆﴍ ﻟﺘﻘﻮﻳﻢ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺘﻲ ﺗﻨﺘﻬﺠﻬﺎ ﺍﳌﻨﻈﻤﺔ ﻣﻊ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﻌﺮﰲ ﻟﺪﳞﺎ)‪.(١‬‬
‫‪ZԜ仇€a@fib‡€a@êcâ@êbÓ”@pbiÏ»ï‬‬
‫ﺗﻮﺍﺟﻪ ﻋﻤﻠﻴﺔ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺼﻌﻮﺑﺎﺕ‬
‫ﺍﻟﻨﺎﲨﺔ ﻋﻦ‪:‬‬
‫· ﻋﺪﻡ ﻭﺟﻮﺩ ﺍﺗﻔﺎﻕ ﻭﺍﺿﺢ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﺣﻮﻝ ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﻌﺮﰲ ﻧﻈﺮ ﹰﺍ ﳊﺪﺍﺛﺘﻪ‪.‬‬
‫· ﻋﺪﻡ ﻭﺿﻮﺡ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﻟﺪﻱ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻗﺎﺩﺓ ﺍﳌﻨﻈﲈﺕ ﻭﻫﺬﺍ ﻣﺎ‬
‫ﺃﻭﺿﺤﺘﻪ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﻟﺘﻲ ﺃﺟﺮﻳﺖ ﺑﺸﺄﻥ ﺍﳌﻔﻬﻮﻡ‪.‬‬
‫· ﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﺣﻮﻝ ﻣﺴﺘﻮﻳﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﳑﺎ‬
‫ﺍﻧﻌﻜﺲ ﻋﲇ ﲢﺪﻳﺪ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻋﲇ ﻫﺬﻩ ﺍﳌﺴﺘﻮﻳﺎﺕ‪.‬‬
‫· ﻣﺎﻫﻴﺔ ﺍﳌﻔﻬﻮﻡ ﺫﺍﺗﻪ ﺑﺎﻋﺘﺒﺎﺭﻩ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻭﺍﻟﺘﻲ ﲡﻌﻞ‬
‫ﻋﻤﻠﻴﺔ ﻗﻴﺎﺳﻪ ﺃﻣﺮ ﻳﻜﺘﻨﻔﻪ ﺍﻟﺼﻌﻮﺑﺔ‪.‬‬

‫‪(1) Skyrme.Di, Measuring the value of Knowledge Based Business,‬‬

‫‪business intelligence, London, 1997, p21.‬‬

‫‪81‬‬
 ‫‪‬‬

‫· ﺍﻟﺘﺪﺍﺧﻞ ﺑﲔ ﻋﻨﺎﴏ ﻭﻣﻜﻮﻧﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻣﻊ ﺍﳌﻮﺍﺭﺩ‬

‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﳌﻠﻤﻮﺳﺔ ﺑﺤﻴﺚ ﻳﺼﻌﺐ ﻋﺰﻝ ﺗﺄﺛﲑ ﺑﻌﻀﻬﺎ ﻋﻦ ﺑﻌﺾ‪.‬‬
‫ﻋﲇ ﺍﻟﺮﻏﻢ ﻣﻦ ﺻﻌﻮﺑﺔ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﺇﻻ ﺃﻧﻪ ﱂ ﻳﻘﻠﻞ ﻣﻦ‬
‫ﺃﳘﻴﺔ ﻗﻴﺎﺳﻪ ﰲ ﺍﳌﻨﻈﲈﺕ ﻧﻈﺮ ﹰﺍ ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻹﳚﺎﺑﻴﺔ ﺍﻟﺘﻲ ﺗﺘﻤﺨﺾ‬
‫ﻋﻦ ﻋﻤﻠﻴﺔ ﻗﻴﺎﺳﻪ ﻛﲈ ﲤﺖ ﺍﻹﺷﺎﺭﺓ ﺳﺎﺑﻘ ﹰﺎ)‪.(١‬‬
‫ﻫﺬﻩ ﺍﻷﳘﻴﺔ ﻟﻘﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺩﻓﻌﺖ ﻟﺘﺄﺳﻴﺲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﺍﳌﺮﺍﻛﺰ ﻟﺘﻄﻮﻳﺮ ﻣﻘﺎﻳﻴﺲ ﻟﻘﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻓﻔﻲ ﻋﺎﻡ ‪١٩٩٦‬‬
‫ﺃﺳﺲ ﰲ ﻣﺪﺭﺳﺔ )‪ (Sterm‬ﺍﻟﺘﺎﺑﻌﺔ ﳉﺎﻣﻌﺔ ﻧﻴﻮﻳﻮﺭﻙ ﻣﺮﻛﺰ ﻗﻴﺎﺱ‬
‫ﺍﻟﻼﻣﻠﻤﻮﺳﻴﺎﺕ‪ ،‬ﻭﰲ ﺃﺳﺒﺎﻧﻴﺎ ﺃﺳﺲ ﻋﺎﻡ ‪ ١٩٩٨‬ﻧﺎﺩﻱ ﺍﻟﻔﻜﺮ ﻣﻦ ﺃﺟﻞ‬
‫ﺍﻻﺭﺗﻘﺎﺀ ﺑﻤﻘﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺗﻄﻮﻳﺮ ﻃﺮﻕ ﻗﻴﺎﺳﻪ)‪.(٢‬‬
‫ﻛﲈ ﲤﺜﻠﺖ ﺃﳘﻴﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﰲ ﻇﻬﻮﺭ ﳏﺎﻭﻻﺕ ﻋﺪﻳﺪﺓ ﻟﻘﻴﺎﺱ‬
‫ﻗﻴﻤﺘﻪ ﺍﻟﻔﻌﻠﻴﺔ ﻭﺍﻟﺘﻲ ﺍﻧﻌﻜﺴﺖ ﺑﺪﺍﻳﺔ ﺑﺜﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻟﻨﲈﺫﺝ ﺍﳌﺤﺎﺳﺒﻴﺔ‬
‫ﻟﻠﻌﻨﴫ ﺍﻟﺒﴩﻱ ﻭﻫﻲ‪ :‬ﻣﺎ ﻳﺮﻛﺰ ﻋﲇ ﺍﻟﺘﻜﻠﻔﺔ )ﺗﻜﻠﻔﺔ ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺍﻟﻌﻨﴫ‬
‫ﺍﻟﺒﴩﻱ(‪ ،‬ﻭﻣﻨﻬﺎ ﻣﺎ ﻳﺮﻛﺰ ﻋﲇ ﺍﻟﻘﻴﻤﺔ) ﺍﳌﺨﺮﺟﺎﺕ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ(‪ ،‬ﻭﺍﻟﱰﻛﻴﺰ ﻋﲇ‬
‫ﺗﻘﺪﻳﺮ ﺍﳌﻜﺎﺳﺐ ﺍﻟﻨﻘﺪﻳﺔ ﺍﳌﺘﻮﻗﻊ ﲢﻘﻴﻘﻬﺎ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ) ﺍﻟﻌﺎﺋﺪ ﻭﺍﻻﺳﺘﺜﲈﺭ(‪،‬‬
‫ﻣﻊ ﺃﻥ ﻫﺬﻩ ﺍﳌﺤﺎﻭﻻﺕ ﺍﳌﺤﺎﺳﺒﻴﺔ ﻻ ﺗﺰﺍﻝ ﻗﻴﺪ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ)‪.(٣‬‬

‫)‪ (١‬ﻓﺎﻃﻤﺔ ﻋﲇ ﺍﻟﺮﺑﺎﺑﻌﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٧‬‬

‫)‪ (٢‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٢٧٥‬‬
‫)‪ (٣‬ﺳﻤﲑ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ‪ ،‬ﻟﻴﲇ ﺍﻟﱪﺍﺩﻋﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﳌﺠﺎﻻﺕ‬
‫ﻭﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻣﺮﻛﺰ ﺩﺭﺍﺳﺎﺕ ﻭﺍﺳﺘﺸﺎﺭﺍﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪،‬‬

‫‪82‬‬
‫‪‬‬

‫ﻭﻫﻨﺎﻙ ﺑﻌﺪﺍﻥ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺍﻷﻭﻝ ﻳﺘﻌﻠﻖ ﺑﺄﻧﻪ ﻣﻮﺍﺭﺩ ﻏﲑ‬
‫ﻣﻠﻤﻮﺳﺔ ﻭﻟﻜﻨﻬﺎ ﻗﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﻣﺜﻞ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ ﻭﺭﺃﺱ ﻣﺎﻝ‬
‫ﺍﻟﻌﻤﻼﺀ ﻭﻏﲑﻫﺎ‪ ،‬ﺃﻣﺎ ﺍﻟﺒﻌﺪ ﺍﻟﺜﺎﲏ ﻓﻴﺘﻤﺜﻞ ﺑﺎﻷﻧﺸﻄﺔ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﺍﻟﺘﻲ‬
‫ﺗﻄﺒﻘﻬﺎ ﺍﳌﻨﻈﻤﺔ ﻟﻠﺤﺼﻮﻝ ﺃﻭ ﺇﻧﺘﺎﺝ ﺩﺍﺧﻠﻴ ﹰﺎ ﻣﻮﺍﺭﺩ ﻏﲑ ﻣﻠﻤﻮﺳﺔ ﻭﻫﺬﺍ ﻣﺎ‬
‫ﳚﻌﻠﻬﺎ ﺻﻌﺒﺔ ﺍﻟﻘﻴﺎﺱ)‪.(١‬‬
‫ﻭﺿﻤﻦ ﻫﺬﻩ ﺍﻟﺮﺅﻳﺔ ﻣﻦ ﺍﻟﴬﻭﺭﻱ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻻﺳﺘﺜﲈﺭﺍﺕ‬
‫ﺍﳌﺘﻤﺮﻛﺰﺓ ﰲ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻓﱰﻳﺔ ) ﻭﻫﻲ ﻏﺎﻟﺒ ﹰﺎ ﺍﺳﺘﺜﲈﺭﺍﺕ ﻣﻠﻤﻮﺳﺔ( ﻭﺑﲔ‬
‫ﺍﻻﺳﺘﺜﲈﺭﺍﺕ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻭﺍﻟﺘﻲ ﺳﻴﻌﱪ ﻋﻨﻬﺎ ﺑﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﺛﻢ ﻳﺘﻢ‬
‫ﺗﻘﺴﻴﻢ ﺍﻻﺳﺘﺜﲈﺭﺍﺕ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﺇﱄ ﺗﻠﻚ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻷﻓﺮﺍﺩ ﻭﺗﻠﻚ ﻏﲑ‬
‫ﺍﳌﺘﻌﻠﻘﺔ ﲠﻢ‪ ،‬ﺇﺫ ﺗﺸﻤﻞ ﺍﻷﺻﻮﻝ ﺍﻟﺒﴩﻳﺔ ﳎﻤﻮﻋﺔ ﻋﻨﺎﴏ ﻣﺜﻞ ﺍﳌﻬﺎﺭﺍﺕ‪،‬‬
‫ﻭﺍﻻﲡﺎﻫﺎﺕ‪ ،‬ﻭﺍﻟﻘﻴﺎﺩﺓ‪ ،‬ﺃﻣﺎ ﺍﻻﺳﺘﺜﲈﺭﺍﺕ ﻏﲑ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻷﻓﺮﺍﺩ ) ﺍﻷﺻﻮﻝ‬
‫ﻏﲑ ﺍﻟﺒﴩﻳﺔ( ﻓﺘﺸﻤﻞ ﺳﻤﻌﺔ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﻌﻤﻼﺀ ﻭﺑﺮﺍﺀﺍﺕ‬
‫ﺍﻻﺧﱰﺍﻉ ﻭﻏﲑﻫﺎ)‪.(٢‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﻳﻤﻜﻦ ﺃﻥ ﺗﻨﻘﺴﻢ ﻧﲈﺫﺝ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺇﱄ‪:‬‬

‫‪ ،٢٠٠٦‬ﺹ‪.٢١٧‬‬
‫)‪ - (١‬ﺃﺳﺎﻣﺔ ﻋﺒﺪ ﺍﳌﻨﻌﻢ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻭﺃﺛﺮﻩ ﻋﲇ ﻣﻨﺸﺂﺕ ﺍﻷﻋﲈﻝ ﺍﻟﺼﻨﺎﻋﻴﺔ‪:‬‬
‫ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﴍﻛﺔ ﺍﻷﻟﺒﺴﺔ ﺍﳉﺎﻫﺰﺓ ﺍﻷﺭﺩﻧﻴﺔ‪ ،‬ﺹ‪ ،٩‬ﻣﺘﺎﺡ ﻋﲇ ﺍﻟﺮﺍﺑﻂ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪hp://financialmanagerm,woedpress.com/1103//abc-7.‬‬
‫)‪ (٢‬ﺳﻴﺪ ﳏﻤﺪ ﺟﺎﺩ ﺍﻟﺮﺏ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ‪ :‬ﻣﻮﺿﻮﻋﺎﺕ ﻭﺑﺤﻮﺙ ﻣﺘﻘﺪﻣﺔ‪ ،‬ﻣﻄﺒﻌﺔ‬
‫ﺍﻟﻌﴩﻱ‪ ،‬ﻣﴫ‪ ،٢٠٠٥ ،‬ﺹ‪.٤٣٠‬‬

‫‪83‬‬
 ‫‪‬‬

‫ﻣﻘﺎﻳﻴﺲ ﻣﺎﻟﻴﺔ ﻭﻣﻘﺎﻳﻴﺲ ﻏﲑ ﻣﺎﻟﻴﺔ‪ ،‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻘﺎﻳﻴﺲ ﺍﳌﺎﻟﻴﺔ ﻓﻬﻲ ﺗﺸﻤﻞ‬

‫ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻨﲈﺫﺝ ﺍﻟﺘﻲ ﺗﺮﻛﺰ ﻋﲇ ﻣﻌﺮﻓﺔ ﻣﺴﺎﳘﺔ ﺍﳌﻌﺮﻓﺔ ﰲ ﺇﻧﺘﺎﺟﻴﺔ‬
‫ﺍﳌﻨﻈﻤﺔ‪ ،‬ﺍﻟﺒﺤﺚ ﰲ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﳍﺎ‪ ،‬ﺃﻭ ﺍﻻﻫﺘﲈﻡ ﺑﺎﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺮﺗﺒﻄﺔ‬
‫ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ‪ ،‬ﺃﻭ ﺍﳊﺴﺎﺏ ﺍﻟﻌﺎﺋﺪ ﺍﻹﺿﺎﰲ ﻋﲇ ﺍﳌﻮﺟﻮﺩﺍﺕ ﺍﻟﺜﺎﺑﺘﺔ‪ ،‬ﺃﻣﺎ‬
‫ﻣﺎ ﻳﺮﺗﺒﻂ ﰲ ﺍﳌﻘﺎﻳﻴﺲ ﻏﲑ ﺍﳌﺎﻟﻴﺔ ﻭﻫﻲ ﺗﺸﻤﻞ ﻣﻌﺎﺭﻑ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﻫﻴﻜﻞ‬
‫ﺍﻟﺒﻴﺌﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬
‫ﻭﺗﺘﻔﻖ ﺑﻌﺾ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻋﲇ ﺃﻥ ﺍﳌﻘﺎﻳﻴﺲ ﻏﲑ ﺍﳌﺎﻟﻴﺔ ﳚﺐ ﺃﻥ ﺗﻠﺤﻖ‬
‫ﺑﺎﳌﺆﴍﺍﺕ ﺍﳌﺎﻟﻴﺔ‪ ،‬ﻛﲈ ﺃﻥ ﺍﻟﻨﺴﺐ ﻭﺍﳌﺆﴍﺍﺕ ﻏﲑ ﺍﳌﺎﻟﻴﺔ ﳚﺐ ﺃﻥ ﲢﻮﻝ‬
‫ﻣﻦ ﺍﳌﺴﺘﻮﻱ ﺍﻟﺘﺸﻐﻴﲇ ﺇﱄ ﺍﳌﺴﺘﻮﻱ ﺍﻻﺳﱰﺍﺗﻴﺠﻲ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻓﻀ ﹰ‬
‫ﻼ‬
‫ﻋﲇ ﺃﻥ ﺃﺳﻠﻮﺏ ﺍﻟﻘﻴﺎﺱ ﻻ ﻳﻌﺘﱪ ﺃﺩﺍﺓ ﺭﻗﺎﺑﻴﺔ ﻓﻘﻂ‪ ،‬ﺇﻧﲈ ﳚﺐ ﺃﻥ ﻳﺴﺘﺨﺪﻡ‬
‫ﻟﺘﺤﺴﲔ ﺍﻟﺘﻌﻠﻢ)‪.(١‬‬
‫ﻭﻟﻘﺪ ﺃﺷﺎﺭ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺑﺄﻥ ﺍﳌﻨﻈﲈﺕ ﺍﻟﻨﺎﺟﺤﺔ ﺃﻥ ﺗﺮﻛﺰ ﻋﲇ ﻗﻴﺎﺱ‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺗﺘﺴﻢ ﻫﺬﻩ ﺍﳌﻨﻈﲈﺕ ﺑﺒﺤﺜﻬﺎ ﺍﳌﺴﺘﻤﺮ ﻋﻦ ﺃﻓﻀﻞ‬
‫ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﻘﺎﺩﺭﺓ ﻋﲇ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﻗﻴﻖ ﻭﺍﻟﺼﺤﻴﺢ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬

‫)‪ (١‬ﺃﺳﺎﻣﺔ ﻋﺒﺪ ﺍﳌﻨﻌﻢ ﺍﻟﺴﻴﺪ‪ ،‬ﺃﺛﺮ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻭﺍﻟﺘﺪﻗﻴﻖ ﺍﻟﺪﺍﺧﲇ ﻋﲇ ﺍﳊﺎﻛﻤﻴﺔ‬
‫ﺍﳌﺆﺳﺴﻴﺔ ﰲ ﺍﻟﴩﻛﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ ،‬ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﺓ ﰲ ﺍﳌﺤﺎﺳﺒﺔ‪ ،‬ﻛﻠﻴﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﳌﺎﻟﻴﺔ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲈﻥ‪ ،٢٠٠٨ ،‬ﺹ‪.٤٣٠‬‬

‫‪84‬‬
‫‪‬‬

‫„‡‪NԜ仇€a@fib‡€a@êcâ@êbÓ”@kÓ€bçcÎ@xáb‬‬
‫ﺃﻭﻻﹰ‪ :‬ﻧﲈﺫﺝ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪-:‬‬
‫ﻗﺒﻞ ﺍﺳﺘﻌﺮﺍﺽ ﻧﲈﺫﺝ ﺍﻟﻘﻴﺎﺱ ﻳﺴﺘﻠﺰﻡ ﺍﻷﻣﺮ ﲢﺪﻳﺪ ﻣﻔﻬﻮﻡ ﺍﻟﻨﻤﻮﺫﺝ‬
‫ﻭﺍﻟﺬﻱ ﻳﻌﻨﻲ ”ﳎﻤﻮﻋﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﻨﻄﻘﻴﺔ ﺍﻟﺘﻲ ﻗﺪ ﺗﻜﻮﻥ ﰲ ﺻﻮﺭﺓ ﻛﻤﻴﺔ‬
‫ﺃﻭ ﻭﺻﻔﻴﺔ ﻭﲡﻤﻊ ﻣﻌ ﹰﺎ ﺍﳌﻼﻣﺢ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺬﻱ ﲥﺘﻢ ﺑﻪ“)‪(١‬ﻭﻋﲇ‬
‫ﻫﺬﺍ ﺍﻷﺳﺎﺱ ﻭﻭﻓﻖ ﺩﺭﺍﺳﺔ ﻗﺎﻡ ﲠﺎ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺗﻮﺻﻠﻮﺍ ﺇﱄ‬
‫ﺍﻟﻨﲈﺫﺝ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻧﲈﺫﺝ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﻓﻖ ﺍﻟﻨﲈﺫﺝ ﺍﻟﻮﺻﻔﻴﺔ‪.‬‬
‫‪ -‬ﻧﲈﺫﺝ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﻓﻖ ﻧﲈﺫﺝ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‪.‬‬
‫‪ -‬ﻧﲈﺫﺝ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﻓﻖ ﻧﲈﺫﺝ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ‪.‬‬
‫‪ -‬ﻣﻘﺎﻳﻴﺲ ﺍﻟﻌﺎﺋﺪ ﻋﲇ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ZÚÓ–ïÏ€a@xáb‡‰€a@MQ‬‬
‫ﻭﻫﻲ ﺍﻟﺘﻲ ﲢﺪﺩ ﺍﻟﺴﲈﺕ ﻭﺍﳋﺼﺎﺋﺺ ﻭﺗﺮﻛﺰ ﻋﲇ ﺍﺳﺘﻄﻼﻉ ﺍﻵﺭﺍﺀ‬
‫ﻭﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﺘﻲ ﺗﻌﺘﱪ ﻣﻬﻤﺔ ﰲ ﺗﺄﺛﲑﻫﺎ ﻏﲑ ﺍﳌﺒﺎﴍ ﻋﲇ ﺃﺩﺍﺀ ﻋﻤﻠﻴﺎﺕ‬
‫ﺍﳌﻌﺮﻓﺔ ﻭﲢﻘﻴﻖ ﻧﺘﺎﺋﺠﻬﺎ ﺍﳌﺮﻏﻮﺑﺔ ﺑﺎﻻﻋﺘﲈﺩ ﻋﲇ ﺍﳋﱪﺓ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺍﻟﺘﻘﺪﻳﺮ‬
‫ﺍﻟﺬﺍﰐ ﻟﻠﻘﺎﺋﻤﲔ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺃﻭ ﻣﻌﺪﻱ ﺍﻟﻨﻤﻮﺫﺝ‪ ،‬ﻭﻳﺪﺧﻞ ﺿﻤﻦ ﻫﺬﻩ‬
‫ﺍﻟﻨﲈﺫﺝ ﺍﻟﻮﺻﻔﻴﺔ ﻣﺎ ﻳﺄﰐ‪:‬‬

‫)‪ (١‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٢٤‬‬

‫‪85‬‬
 ‫‪‬‬

‫‪HQI‬‬
‫”‪ÚÓ–ïÏ€a@xáb‡‰€a@’œÎ@Ԝ仇€a@fib‡€a@êcâ@êbÓ‬‬
‫‪@xáb‡‰€a@Îc@èÓÌb‘‡€a@—ÓïÏm‬‬ ‫‪@xáb‡‰€aÎ@èÓÌb‘‡€a‬‬
‫ﻫﺬﻩ ﺍﻷﺩﺍﺓ ﻣﻌﺪﺓ ﻛﺈﺳﺘﺒﺎﻧﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﲬﺴﺔ ﺃﻗﺴﺎﻡ ﻫﻲ‪:‬‬
‫ﻋﻤﻠﻴﺔ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺍﻟﻘﻴﺎﺩﺓ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﺍﻟﻘﻴﺎﺱ ﰲ‬ ‫ﺃﺩﺍﺓ ﺗﻘﻴﻴﻢ ﻣﻌﺮﻓﺔ ﺍﻹﺩﺍﺭﺓ‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﻗﺴﻢ ﲤﺖ ﺗﻐﻄﻴﺘﻪ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻴﻬﺎ‬
‫ﺑﺎﺧﺘﺒﺎﺭ ﻣﺴﺘﻮﻱ ﻣﻦ ﻣﺴﺘﻮﻳﺎﺕ ﻣﺪﺭﺝ ﻟﻴﻜﺮﺕ ﺍﳋﲈﳼ‪.‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻹﺳﺘﺒﺎﻧﺔ ﻳﻤﻜﻦ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﻭﺇﻧﺘﺎﺟﻴﺔ‬
‫ﺍﻟﻌﻤﻞ ﺍﳌﻌﺮﰲ ﰲ ﺍﳌﻨﻈﻤﺔ ﺑﲔ ﻣﺴﺘﻮﻳﲔ ﺍﳌﺴﺘﻮﻱ ﺍﻷﻋﲇ‪:‬‬
‫ﳑﺘﺎﺯ ﻭﺍﳌﺴﺘﻮﻱ ﺍﻷﺩﲏ‪:‬ﻋﺪﻡ ﻭﺟﻮﺩ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﻭﻫﺬﺍ ﺍﻟﺘﻘﻴﻴﻢ ﻳﻘﻮﻡ ﻋﲇ ﺗﻮﺟﻴﻪ ﺃﺭﺑﻌﺔ ﺃﺳﺌﻠﺔ ﳌﻬﻨﻴﻲ ﺍﳌﻌﺮﻓﺔ‬ ‫ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﰐ‬
‫ﻟﻴﺤﺪﺩﻭﺍ ﻫﻢ ﺑﺄﻧﻔﺴﻬﻢ ﺇﻥ ﻛﺎﻧﻮﺍ ﺇﻧﺘﺎﺟﻴﲔ ﺃﻡ ﻻ‪ ،‬ﻭﺍﻷﺳﺌﻠﺔ‬ ‫ﻹﻧﺘﺎﺟﻴﺔ ﻣﻬﻨﻲ ﺍﳌﻌﺮﻓﺔ‬
‫ﻫﻲ‪ :‬ﻫﻞ ﻗﻤﺖ ﺑﻘﻴﺎﺱ ﺇﻧﺘﺎﺟﻴﺘﻚ‪ ،‬ﻫﻞ ﺗﻌﺘﱪ ﻧﻔﺴﻚ‬
‫ﺇﻧﺘﺎﺟﻴ ﹰﺎ‪ ،‬ﻭﺃﺧﲑ ﹰﺍ ﻫﻞ ﺗﺘﻠﻘﻲ ﺗﻐﺬﻳﺔ ﻣﺮﺗﺪﺓ ﻋﻦ ﺇﻧﺘﺎﺟﻴﺘﻚ؟‬
‫ﻭﺗﻀﻢ ﺩﺭﺍﺳﺎﺕ ﻛﺒﲑﺓ ﺭﻛﺰﺕ ﻋﲇ ﺗﺮﲨﺔ ﺭﺳﺎﻟﺔ‬
‫ﻭﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﳌﻨﻈﻤﺔ ﺇﱄ ﳎﻤﻮﻋﺔ ﺷﺎﻣﻠﺔ ﻣﻦ ﺍﳌﻘﺎﻳﻴﺲ‪.‬‬ ‫ﺑﻄﺎﻗﺎﺕ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﺘﻮﺍﺯﻧﺔ‬
‫ﻭﻳﺘﻢ ﲢﻘﻴﻖ ﺍﻟﺘﻮﺍﺯﻥ ﰲ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺓ ﺑﲔ ﺍﳌﻘﺎﻳﻴﺲ‬
‫ﺍﳌﻮﺿﻮﻋﺔ ﻭﺍﻟﺬﺍﺗﻴﺔ ﺣﻴﺚ ﺃﻥ ﺃﺩﺍﺀ ﺍﳌﻨﻈﻤﺔ ﻳﻘﺎﺱ‬
‫ﺑﻤﺆﴍﺍﺕ ﺗﻐﻄﻲ ﺃﺭﺑﻊ ﳎﺎﻻﺕ ﺃﻭ ﻣﻨﻈﻮﺭﺍﺕ ﺭﺋﻴﺴﻴﺔ‪:‬‬
‫ﺍﳌﻨﻈﻮﺭ ﺍﳌﺎﱄ‪ ،‬ﻣﻨﻈﻮﺭ ﺍﻟﺰﺑﻮﻥ‪ ،‬ﻣﻨﻈﻮﺭ ﺍﻟﻌﻠﻤﻴﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ‪،‬‬
‫ﻭﺃﺧﲑ ﹰﺍ ﻣﻨﻈﻮﺭ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺇﻥ ﻫﺬﻩ ﺍﳌﺆﴍﺍﺕ ﺗﻘﻴﻢ ﺑﺎﻟﻌﻼﻗﺔ‬
‫ﻣﻊ ﺍﻷﻫﺪﺍﻑ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﻟﻠﴩﻛﺔ ﳑﺎ ﻳﻌﻄﻲ ﳍﺬﻩ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺑﻌﺪﻫﺎ ﺍﻻﺳﱰﺍﺗﻴﺠﻲ‪.‬‬

‫)‪ (١‬ﻧﺠﻢ ﻋﺒﻮﺩ ﻧﺠﻢ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﻼﻣﻠﻤﻮﺳﺎﺕ ﺇﺩﺍﺭﺓ ﻣﻦ ﻻﻳﻘﺎﺱ‪ ،‬ﺩﺍﺭ ﺍﻟﻴﺎﺯﻭﺭﻱ ﻟﻠﻨﴩ‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﲈﻥ‪ ،٢٠١٠ ،‬ﺹ‪.٢٢٢‬‬

‫‪86‬‬
‫‪‬‬

‫‪ÚÌäÿ–€a@ÚÓÿ‹‡€aÎ@Ԝ仇€a@fib‡€a@êcäi@ÚĐjm䇀a@xáb‡‰€a@ZbĆ Ó„bq‬‬
‫ﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﺗﺮﻛﺰ ﻋﲇ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﻣﻜﻮﻧﺎﺗﻪ‬
‫ﺍﻷﺳﺎﺳﻴﺔ‪ :‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳍﻴﻜﲇ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‪ ،‬ﻭﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﻟﺰﺑﻮﲏ‪ ،‬ﻭﻣﺎ ﻳﺮﺑﻂ ﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﻫﻮ ﲢﻮﻳﻞ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻷﺻﻮﻝ ﺍﳌﻌﺮﻓﻴﺔ‬
‫ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﺍﳌﻮﺯﻋﺔ ﰲ ﺍﳌﻨﻈﻤﺔ ﺇﱄ ﺃﺷﻜﺎﻝ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﺃﻛﺜﺮ ﲢﺪﻳﺪ ﹰﺍ‬
‫ﻭﺃﺳﻬﻞ ﺍﺳﺘﺨﺪﺍﻣ ﹰﺎ ﰲ ﺗﻜﻮﻳﻦ ﻧﺘﺎﺋﺞ ﺃﻓﻀﻞ ﰲ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻧﻤﻮﺫﺝ‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﻧﻤﻮﺫﺝ ﲢﻮﻳﻞ ﺍﳌﻌﺮﻓﺔ ﺇﱄ ﻣﻠﻜﻴﺔ ﻓﻜﺮﻳﺔ‪ ،‬ﻭﺩﻟﻴﻞ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻧﻤﻮﺫﺝ ﺳﻤﺴﺎﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﻬﺠﻴﺔ ﻟﺘﻘﻴﻴﻢ‬
‫ﺍﻷﺻﻮﻝ ﺍﻟﻔﻜﺮﻳﺔ‪ ،‬ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻳﻤﺜﻞ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﻓﻖ‬
‫ﻧﲈﺫﺝ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‪.‬‬

‫‪87‬‬
 ‫‪‬‬

‫‪HQI‬‬
‫”‪ÚÌäÿ–€a@ÚÓÿ‹‡€a@xáb‡„@’œÎ@Ԝ仇€a@fib‡€a@êcâ@êbÓ‬‬

‫‪@xáb‡‰€a@Îc@èÓÌb‘‡€a@—ÓïÏm‬‬ ‫‪@xáb‡‰€aÎ@èÓÌb‘‡€a‬‬
‫ﺇﻥ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻷﺻﻮﻝ ﺍﳌﻌﺮﻓﻴﺔ ﰲ ﺍﻟﴩﻛﺔ ﻳﺘﻢ ﲢﻮﳍﺎ ﻭﻓﻖ ﻫﺬﻩ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺇﱄ ﺭﺃﺱ ﻣﺎﻝ ﻣﻌﺮﰲ‪ ،‬ﻭﻣﻠﻜﻴﺔ ﻓﻜﺮﻳﺔ ﺫﺍﺕ ﺃﺷﻜﺎﻝ‬
‫ﺃﻛﺜﺮ ﻋﻤﻠﻴﺔ ﻭﲢﺪﻳﺪ ﹰﺍ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺘﺤﻮﻳﻞ ﻳﺘﻢ ﰲ ﺃﺭﺑﻌﺔ ﳎﺎﻻﺕ‪:‬‬
‫‪ -‬ﲢﻮﻳﻞ ﺍﳌﻌﺮﻓﺔ ﺇﱄ ﻣﻠﻜﻴﺔ ﻓﻜﺮﻳﺔ )ﻣﻜﻮﻧﺎﲥﺎ‪ :‬ﺑﺮﺍﺀﺓ‬
‫ﺍﻻﺧﱰﺍﻉ‪ ،‬ﺃﴎﺍﺭ ﲡﺎﺭﻳﺔ‪ ،‬ﻋﻼﻣﺔ ﲡﺎﺭﻳﺔ‪ ،‬ﻭﺣﻖ ﺍﳌﺆﻟﻒ(‪.‬‬
‫‪Ô€g@ڜ仇€a@›ÌÏzm‬‬
‫‪ -‬ﲢﻮﻳﻞ ﺍﳌﻌﺮﻓﺔ ﺇﱄ ﺷﺒﻜﺎﺕ‪ :‬ﺣﻴﺚ ﺍﻟﺸﺒﻜﺔ ﻣﺼﺪﺭ ﹰﺍ‬
‫ﻟﻠﻮﺻﻮﻝ ﺍﳌﺘﻤﻴﺰ ﻭﻓﺮﺻﺔ ﺗﻨﺘﺞ ﻣﻜﺴﺒ ﹰﺎ ﺍﻗﺘﺼﺎﺩﻳ ﹰﺎ ﻣﺘﺒﺎﺩﻻﹰ‪.‬‬ ‫‪@ÚÌäÿœ@ÚÓÿ‹fl‬‬
‫‪ -‬ﲢﻮﻳﻞ ﺍﻷﻓﺮﺍﺩ ﺇﱄ ﻣﻮﺍﻫﺐ‪ :‬ﲢﻮﻳﻞ ﺍﻷﻓﺮﺍﺩ ﺇﱄ ﻣﻮﺍﻫﺐ‪:‬‬
‫ﲢﻮﻳﻞ ﺍﻷﻓﺮﺍﺩ ﺇﱄ ﺧﱪﺍﺕ ﻭﻗﺪﺭﺍﺕ ﻋﺎﻟﻴﺔ ﺍﻷﺩﺍﺀ ﺑﺎﳌﻘﺎﺭﻧﺔ‬
‫ﻣﻊ ﺍﳌﻨﺎﻓﺴﲔ ﺃﻭ ﻋﲇ ﻣﺴﺘﻮﻱ ﺍﻷﺩﺍﺀ ﺍﻟﻌﺎﳌﻲ‪.‬‬
‫‪ -‬ﲢﻮﻳﻞ ﺍﻟﺴﻤﻌﺔ ﺇﱄ ﻋﻼﻣﺔ‪ :‬ﺣﻴﺚ ﺍﻟﻌﻼﻣﺔ ﺍﳉﻴﺪﺓ ﲡﻌﻞ‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﴩﺍﺀ ﻭﻣﻌﺎﻭﺩﺗﻪ ﻗﺎﺋﻤﺔ ﻫﻨﺎ ﻭﰲ ﻛﻞ ﻣﻜﺎﻥ‪.‬‬

‫ﻭﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻳﻘﺴﻢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺇﱄ ﺭﺃﺱ ﻣﺎﻝ‬ ‫„‡‪fib‡€a@êcâ@xáÏ‬‬

‫ﻫﻴﻜﲇ‪ ،‬ﺭﺃﺱ ﻣﺎﻝ ﺑﴩﻱ‪ ،‬ﻭﺯﺑﻮﲏ‪.‬‬
‫‪@Ԝ仇€a‬‬
‫ﻭﻳﻘﺪﻡ ﺍﻟﺪﻟﻴﻞ ﻣﺆﴍﺍﺕ ﻋﺪﻳﺪﺓ ﺗﻌﺘﻤﺪ ﻋﲇ ﺍﻟﱰﺍﺑﻂ ﺑﲔ‬ ‫‪MpbflÏ‹»‡€a@›Ó€Ö‬‬
‫ﺍﻟﺘﻐﲑﺍﺕ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻭﺍﻟﺘﻐﲑﺍﺕ ﰲ‬
‫ﺍﻟﺴﻮﻕ‪ .‬ﻭﻳﻌﺘﻤﺪ ﺍﻟﺪﻟﻴﻞ ﰲ ﻗﻴﺎﺱ ﺫﻟﻚ ﻋﲇ ﺃﺭﺑﻊ ﻣﻌﺎﻳﲑ‪:‬‬ ‫‪@p¸bñm¸a‬‬
‫ﺭﺃﺱ ﻣﺎﻝ ﺍﻟﻌﻼﻗﺎﺕ‪ ،‬ﺭﺃﺱ ﻣﺎﻝ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﻟﺒﴩﻱ‪ ،‬ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺑﺘﻜﺎﺭﻱ‪.‬‬

‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.٢٢٣‬‬

‫‪88‬‬
‫‪‬‬

‫ﻭﺗﻘﻮﻡ ﻋﲇ ﺗﻘﻴﻴﻢ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻭﻋﻮﺍﺋﺪﻫﺎ ﳑﺎ ﳚﻌﻞ‬ ‫‪fiÏï˛a@·ÓÓ‘m@Ú”äü‬‬

‫ﺍﻟﻄﺮﻳﻘﺔ ﳏﺪﺩﺓ ﺑﻤﻜﻮﻧﺎﺕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‪.‬‬
‫‪@ÚÌäÿ–€a‬‬
‫ﺇﻥ ﺳﻤﺴﺎﺭ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﺍﻟﻔﺮﺩ ﺃﻭ ﺍﻟﴩﻛﺔ ﺃﻭ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻲ‬ ‫„‡‪âbé‡ç@xáÏ‬‬
‫ﺗﺴﺎﻋﺪ ﻋﲇ ﻋﻘﺪ ﺍﻟﺼﻔﺎﺕ ﺃﻭ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﻋﻦ‬
‫ﺍﳌﻌﺮﻓﺔ )ﺍﳌﺸﱰﻳﻦ( ﻭﻣﻘﺪﻣﻲ ﺍﳌﻌﺮﻓﺔ )ﺍﻟﺒﺎﺋﻌﲔ( ﻭﺇﻧﺸﺎﺀ‬ ‫‪bÓuπωÿn€a‬‬
‫ﳎﺎﻻﺕ ﻭﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﺑﻴﻨﻬﺎ‪.‬‬

‫‪ÚÓ”Ïé€a@Ú‡Ó‘€a@xáb‡„Î@èÓÌb‘fl@ZbĆ r€bq‬‬
‫ﻭﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﲢﺴﺐ ﻋﲇ ﺃﺳﺎﺱ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻓﱰﻳﺔ ﻷﺻﻮﻝ‬
‫ﺍﳌﻌﺮﻓﺔ ﻭﻗﻴﻤﺘﻬﺎ ﺍﻟﺴﻮﻗﻴﺔ‪ ،‬ﺃﻭ ﺑﲔ ﻗﻴﻤﺔ ﺍﳌﻨﻈﻤﺔ ﰲ ﺍﻟﺴﻮﻕ ﻭﺣﻘﻮﻕ ﻣﻠﻜﻴﺔ‬
‫ﳊﻤﻠﺔ ﺍﻷﺳﻬﻢ ﻭﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﺃﻛﺜﺮ ﺍﻋﺘﲈﺩ ﹰﺍ ﰲ ﺍﳌﺒﺎﺩﺉ ﻭﺍﻷﺳﺲ ﺍﳌﺎﻟﻴﺔ‬
‫ﻭﺍﳌﺎﺣﺴﺒﻴﺔ ﻭﻓﻖ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ= ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺎﺩﻱ)ﺍﻷﺻﻮﻝ ﺍﻟﺜﺎﺑﺘﺔ ﺯﺍﺋﺪ‬
‫ﺍﻷﺻﻮﻝ ﺍﳌﺘﺪﺍﻭﻟﺔ( ‪ +‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬

‫‪89‬‬
 ‫‪‬‬

‫‪HQI‬‬
‫”‪ÚÓ”Ïé€a@Ú‡Ó‘€a@xáb‡„@’œÎ@Ԝ仇€a@fib‡€a@êcâ@êbÓ‬‬

‫‪@xáb‡‰€a@Îc@èÓÌb‘‡€a@—ÓïÏm‬‬ ‫‪@xáb‡‰€aÎ@èÓÌb‘‡€a‬‬
‫ﻭﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻋﲇ ﺍﺣﺘﺴﺎﺏ ﺍﻟﻔﺮﻕ ﺑﲔ ﻗﻴﻤﺔ ﺍﻟﴩﻛﺔ‬ ‫‪ÚÓ”Ïé€a@Ú‡Ó‘€a‬‬
‫ﺍﻟﺴﻮﻗﻴﺔ ﻭﻗﻴﻤﺘﻬﺎ ﺍﻟﺪﻓﱰﻳﺔ‪ .‬ﻭﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﳍﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ‬
‫ﻫﻮ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﻭﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﳍﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻫﻮ ﺃﻥ ﺍﻟﻘﻴﻤﺔ‬ ‫‪@ÚÌänœÜ€a@Ô€g‬‬
‫ﺍﻟﺴﻮﻗﻴﺔ ﲤﺜﻞ ﺍﻟﻘﻴﻤﺔ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻠﴩﻛﺔ ﺑﻀﻤﻨﻬﺎ ﺍﻷﺻﻮﻝ‬
‫ﺍﳌﻠﻤﻮﺳﺔ ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﻭﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺗﻘﻮﻡ ﻋﲇ ﺃﺧﺬ ﺍﻟﻘﻴﻤﺔ ﺍﳊﻘﻴﻘﻴﺔ )ﺍﻟﻘﻴﻤﺔ‬ ‫‪ÚÓ”Ïé€a@Ú‡Ó‘€a‬‬
‫ﺍﻟﺴﻮﻗﻴﺔ( ﻟﻠﴩﻛﺔ ﻭﺗﻘﺴﻴﻤﻬﺎ ﻭﲣﺼﻴﺼﻬﺎ ﺇﱄ ﻣﻜﻮﻧﺎﲥﺎ‪ :‬ﺭﺃﺱ‬
‫‪ ä‡rn釋€@ÚññLJ€a‬ﺍﳌﺎﻝ ﺍﳌﻠﻤﻮﺱ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺱ )ﺍﳌﻌﺮﰲ ﻣﺎ ﻳﺮﺗﺒﻂ‬
‫ﺑﻪ( ﻭﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﳌﺴﺘﺪﺍﻣﺔ‪.‬‬
‫ﺗﺴﺘﺨﺪﻡ ﳌﻘﺎﺭﻧﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺑﲔ ﺍﳌﻨﻈﲈﺕ ﻃﻮﺭﻫﺎ ﺟﻴﻤﺲ‬
‫ﺭﻭﺑﲔ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳊﺎﺻﻞ ﻋﲇ ﺟﺎﺋﺰﺓ ﻧﻮﺑﻞ‪ .‬ﺃﻥ )‪ (Q‬ﻫﻮ‬
‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﻟﻠﴩﻛﺔ )ﺳﻌﺮ ﺍﻟﺴﻬﻢ* ﻋﺪﺩ ﺍﻷﺳﻬﻢ(‬
‫ﺇﱄ ﺗﻜﻠﻔﺔ ﺍﺳﺘﺒﺪﺍﻝ ﺃﺻﻮﳍﺎ‪ ،‬ﺇﺫ ﺗﻜﻠﻔﺔ ﺍﻻﺳﺘﺒﺪﺍﻝ ﻷﺻﻮﻝ‬ ‫‪ÏÓ◊@ÂÓiÏm‬‬
‫ﺍﻟﴩﻛﺔ ﻫﻲ ﺃﻗﻞ ﻣﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﻋﻨﺪﺋﺬ ﺍﻟﴩﻛﺔ ﲢﺼﻞ‬
‫ﻋﲇ ﺭﺑﻊ ﺍﺣﺘﻜﺎﺭﻱ ﺃﻭ ﻋﻮﺍﺋﺪ ﺃﻋﲇ ﻣﻦ ﺍﻻﻋﺘﻴﺎﺩﻱ ﻋﲇ‬
‫ﺍﺳﺘﺜﲈﺭﻫﺎ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﳛﺪﺙ ﺟﺮﺍﺀ ﻻ ﻣﻠﻤﻮﺳﺎﺕ ﺍﻟﴩﻛﺔ‪.‬‬

‫‪Nڜ仇€a@Ô‹«@܈b»€a@èÓÌb‘fl@ZbĆ »iaâ‬‬
‫ﻭﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﻭﺍﻟﻨﲈﺫﺝ ﺗﻘﻮﻡ ﻋﲇ ﺃﺳﺎﺱ ﺍﺣﺘﺴﺎﺏ ﺍﻟﻌﺎﺋﺪ ﻣﻦ‬
‫ﺍﳌﻌﺮﻓﺔ ﺑﻘﺴﻤﺔ ﺍﻟﻌﻮﺍﺋﺪ ﻗﺒﻞ ﺍﻟﴬﻳﺒﺔ ﻋﲇ ﺍﻷﺻﻮﻝ ﺍﳌﻠﻤﻮﺳﺔ ﰲ ﺍﳌﻨﻈﻤﺔ‪،‬‬
‫ﻭﻣﻦ ﺛﻢ ﻣﻘﺎﺭﻧﺘﻬﺎ ﻣﻊ ﻣﺘﻮﺳﻂ ﺍﻟﺼﻨﺎﻋﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﻔﺮﻕ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ‬

‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.٢٢٦‬‬

‫‪90‬‬
‫‪‬‬

‫ﺑﻤﺜﺎﺑﺔ ﻋﺎﺋﺪ ﻋﲇ ﺍﳌﻌﺮﻓﺔ‪ .‬ﻭﻳﻤﻜﻦ ﺗﻠﺨﻴﺺ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﻓﻖ‬
‫ﻧﲈﺫﺝ ﺍﻟﻌﺎﺋﺪ ﻋﲇ ﺍﳌﻌﺮﻓﺔ ﻋﲇ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪HQI‬‬
‫‪ڜ仇€a@Ô‹«@܈b»€a@xáb‡„@’œÎ@Ԝ仇€a@fib‡€a@êcâ‬‬

‫‪xáb‡‰€a@Îc@èÓÌb‘‡€a@—ÓïÏm‬‬ ‫‪@xáb‡‰€aÎ@èÓÌb‘‡€a‬‬
‫ﻭﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﲇ ﺍﺣﺘﺴﺎﺏ ﺍﻟﻌﺎﺋﺪ ﻋﲇ ﺍﻷﺻﻮﻝ‬ ‫‪Úçχ‹‡€a@äÓÀ@Ú‡Ó‘€a‬‬
‫ﺍﻟﺼﻠﺒﺔ ﻭﺑﻌﺪﺋﺬ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﺍ ﺍﻟﺮﻗﻢ ﻛﺄﺳﺎﺱ ﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺪ‬
‫ﻧﺴﺒﺔ ﺍﻟﻌﻮﺍﺋﺪ ﺍﻟﺘﻲ ﺗﻌﺰﻱ ﻟﻸﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‪ .‬ﻭﻳﻤﻜﻦ‬ ‫‪@ÚiÏéz‡€a‬‬
‫ﺍﺳﺘﺨﺪﺍﻣﻪ ﻛﻤﺆﴍ ﻟﺮﺑﺤﻴﺔ ﺍﻻﺳﺘﺜﲈﺭﺍﺕ ﰲ ﺃﺻﻮﻝ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﺇﻥ ﻣﻜﺎﺳﺐ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﳏﺴﻮﺑﺔ ﻛﻨﺴﺒﺔ ﻟﻠﻤﻜﺎﺳﺐ‬ ‫‪fib‡€a@êcâ@kçbÿfl‬‬
‫ﺍﻟﺮﺳﻤﻴﺔ ﻋﲇ ﺍﳌﻜﺎﺳﺐ ﺍﳌﺘﻮﻗﻌﺔ ﻣﻦ ﺍﻷﺻﻮﻝ ﺍﻟﺪﻓﱰﻳﺔ‪.‬‬
‫‪@Ԝ仇€a‬‬
‫ﻭﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺗﺮﺗﻜﺰ ﻋﲇ ﻭﻗﺖ ﺍﻟﺘﻌﻠﻢ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺍﳉﻮﻫﺮﻳﺔ‪ .‬ﻭﻳﻤﻜﻦ ﲢﺪﻳﺪ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻣﻦ ﺧﻼﻝ ﺳﺒﻊ‬
‫ﺧﻄﻮﺍﺕ‪ :‬ﲢﺪﻳﺪ ﺍﻟﻌﻤﻠﻴﺔ ﺍﳉﻮﻫﺮﻳﺔ ﻭﻋﻤﻠﻴﺎﲥﺎ ﺍﻟﻔﺮﻋﻴﺔ‪،‬‬
‫ﺗﻜﻮﻳﻦ ﺍﻟﻮﺣﺪﺍﺕ ﺍﳌﺸﱰﻛﺔ ﻟﻘﻴﺎﺱ ﻭﻗﺖ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﺍﺣﺘﺴﺎﺏ‬ ‫‪@Ú‡Ó‘€a@Ú‘Ìäü‬‬
‫ﻭﻗﺖ ﺍﻟﺘﻌﻠﻢ ﻟﺘﻨﻔﻴﺬ ﻛﻞ ﻋﻤﻠﻴﺔ ﻓﺮﻋﻴﺔ‪ ،‬ﲢﺪﻳﺪ ﻓﱰﺓ ﺍﳌﻌﺎﻳﻨﺔ‬
‫‪Úœbö‡€a‬‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﲇ ﻋﻴﻨﺔ ﳑﺜﻠﺔ ﻟﻠﻌﻤﻠﻴﺔ ﺍﳉﻮﻫﺮﻳﺔ‪ ،‬ﴐﺏ ﻭﻗﺖ‬
‫ﺍﻟﺘﻌﻠﻢ ﻟﻜﻞ ﻋﻤﻠﻴﺔ ﻓﺮﻋﻴﺔ ﺑﻌﺪ ﺃﻭﻗﺎﺕ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ‪،‬‬ ‫‪@ڜ仇€a@Ô‹«@܈b»€a‬‬
‫ﲣﺼﻴﺺ ﺍﻟﻌﻮﺍﺋﺪ ﻟﻠﻌﻤﻠﻴﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺑﺎﻟﺘﻨﺎﺳﺐ ﻣﻊ‬
‫ﺍﻟﻜﻤﻴﺎﺕ ﺍﳌﺘﻮﻟﺪﺓ ﺑﺎﳋﻄﻮﺓ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﺣﺘﺴﺎﺏ ﺍﻟﺘﻜﺎﻟﻴﻒ‬
‫ﻟﻜﻞ ﻋﻤﻠﻴﺔ ﻓﺮﺩﻳﺔ‪ ،‬ﻭﺃﺧﲑ ﹰﺍ ﺍﺣﺘﺴﺎﺏ ﺍﻟﻌﺎﺋﺪ ﻋﲇ ﺍﳌﻌﺮﻓﺔ‬
‫ﻭﺗﻔﺴﲑ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬

‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.٢٢٤‬‬

‫‪91‬‬
 ‫‪‬‬

‫‪NԜ仇€a@fib‡€a@êcâ@êbÓ”@kÓ€bçc@ZbĆ Ó„bq‬‬
‫ﻳﻤﻜﻦ ﲢﺪﻳﺪ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﻭﺗﺄﺛﲑﻩ ﻛﲈ ﻳﲇ‪:‬‬
‫‪.Process of Elimina‬‬ ‫‪ -١‬ﺃﺳﻠﻮﺏ ﺍﻻﺳﺘﺒﻌﺎﺩ ‪on‬‬

‫‪ -٢‬ﺃﺳﻠﻮﺏ ﺍﳌﺆﴍﺍﺕ ﺍﳌﺘﻌﺪﺩﺓ‪.‬‬

‫‪ -٣‬ﺃﺳﻠﻮﺏ ﻧﲈﺫﺝ ﺍﻟﺘﻜﻠﻔﺔ‪.‬‬
‫‪ -٤‬ﺃﺳﻠﻮﺏ‪Proschoch Inkblat.‬‬

‫‪ -٥‬ﺃﺳﻠﻮﺏ ﺍﳌﻌﺮﻓﺔ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺍﻟﻘﻴﻤﺔ‪.‬‬

‫‪ -٦‬ﺃﺳﻠﻮﺏ ﺍﻟﱰﻛﻴﺰ ﻋﲇ ﺍﳌﺨﺮﺟﺎﺕ‪.‬‬
‫‪HQI‬‬
‫‪Öb»jnç¸a@lÏ‹çc@Z¸Îc‬‬
‫ﻳﺴﺘﺨﺪﻡ ﺃﺳﻠﻮﺏ ﺍﻻﺳﺘﺒﻌﺎﺩ ﰲ ﺗﻘﻴﻴﻢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺫﻟﻚ‬
‫ﻟﻘﻴﺎﺱ ﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﻤﻌﺮﻓﺔ ﻭﻳﻌﺘﻤﺪ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻋﲇ‬
‫ﺍﺳﺘﺒﻌﺎﺩ ﺍﻟﺪﺧﻞ ﺍﳌﺘﻮﻗﻊ ﻣﻦ ﺍﻷﺻﻮﻝ ﺍﳌﺎﻟﻴﺔ ﻭﺍﻷﺻﻮﻝ ﺍﳌﻠﻤﻮﺳﺔ‪ ،‬ﻣﻦ‬
‫ﺍﻟﻌﻮﺍﺋﺪ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﳌﺘﻮﻗﻌﺔ ﻟﻠﺤﺼﻮﻝ ﻋﲇ ﻋﻮﺍﺋﺪ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻟﴩﻛﺎﺕ‪.‬‬
‫ﻭﻳﻄﺒﻖ ﻣﻌﺪﻝ ﺍﳋﺼﻢ ﻋﲇ ﻣﺘﻮﺳﻂ ﺍﻟﻌﺎﺋﺪ ﺑﻌﺪ ﺍﻟﴬﻳﺒﺔ ﻋﲇ ﺛﻼﺛﺔ‬
‫ﺻﻨﺎﻋﺎﺕ ﺗﺴﺘﺨﺪﻡ ﺍﳌﻌﺮﻓﺔ ﺑﺼﻮﺭﺓ ﻛﺒﲑﺓ ﻣﺜﻞ )ﺻﻨﺎﻋﺔ ﺑﺮﺍﻣﺞ ﺍﳊﻮﺍﺳﺐ(‪،‬‬
‫‪(1) Thomas Hausel and Others, Measuring and Managing Knowledge,‬‬
‫‪Mc raw Hill, 2001, PP3335-.‬‬

‫‪92‬‬
‫‪‬‬

‫ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﲇ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬

‫ﻭﺑﻤﻌﻨﻲ ﺁﺧﺮ ﳛﺪﺩ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺍﻷﺻﻮﻝ ﺍﳌﻌﺮﻓﻴﺔ ﻣﻦ ﺍﺳﺘﺒﻌﺎﺩ‬
‫ﺗﺄﺛﲑ ﲨﻴﻊ ﺍﻷﺻﻮﻝ ﺍﻷﺧﺮﻱ ﺑﺤﻴﺚ ﺍﻟﺬﻱ ﻳﺒﻘﻲ ﺑﻌﺪ ﺍﻻﺳﺘﺒﻌﺎﺩ ﻳﻤﺜﻞ‬
‫ﺍﻷﺻﻞ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﻭﻳﻘﱰﺝ ﺑﺎﻭﻝ ﺳﱰﺳﲈﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺳﻠﻮﺏ ” ﺍﳌﺴﺘﻮﻱ ﺍﻟﻜﲇ“ ﻟﻘﻴﺎﺱ‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﺣﻴﺚ ﻳﻌﺎﻣﻞ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻋﲇ ﺃﻧﻪ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺘﺒﻘﻴﺔ‬
‫ﺑﻌﺪ ﺍﺳﺘﺒﻌﺎﺩ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺎﱄ ﺃﻭ ﺍﻟﻨﻘﺪﻱ‪.‬‬
‫ﻭﻳﺘﻢ ﺍﻟﺘﻮﺻﻞ ﺇﱄ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺑﺘﻄﺒﻴﻖ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪،‬‬
‫ﺍﻟﺘﻲ ﲤﺜﻞ ﺍﻟﺘﻜﻠﻔﺔ ﺍﳊﻘﻴﻘﻴﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ‪ ،‬ﻭﺍﻟﺘﻲ ﻳﺘﻢ ﺣﺴﺎﲠﺎ ﺑﺎﺳﺘﺒﻌﺎﺩ ﲨﻴﻊ‬
‫ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻣﺜﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻷﺭﺍﴈ ﻭﺗﻜﺎﻟﻴﻒ ﺍﻟﺴﻠﻊ‬
‫ﻭﺍﻟﴬﺍﺋﺐ ﻭﺗﻌﻮﻳﻀﺎﺕ ﺍﳌﺴﺎﳘﲔ ﻭﺫﻟﻚ ﻣﻦ ﺍﻹﻳﺮﺍﺩ ﻟﻠﻮﺻﻮﻝ ﺇﱄ ﺍﻟﻘﻴﻤﺔ‬
‫ﺍﳌﺘﺒﻘﻴﺔ ﻭﻫﻲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﻭﻳﻨﺘﺞ ﻋﻦ ﺍﻷﺳﻠﻮﺏ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻣﻪ ﺳﱰﺳﲈﻥ ﻋﺪﺓ ﺃﺳﺎﻟﻴﺐ ﺃﺧﺮﻱ‬
‫ﺗﻘﻴﺲ ﺗﺄﺛﲑ ﺍﳌﻌﺮﻓﺔ ﻋﲇ ﺃﺩﺍﺀ ﺍﻟﴩﻛﺎﺕ ﻭﻫﻲ‪:‬‬
‫‪ -١‬ﺗﺮﺍﻛﻢ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -٢‬ﺗﻘﻴﻴﻢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻟﻠﻤﻮﻇﻔﲔ‪.‬‬
‫‪ -٣‬ﻣﺴﺎﳘﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﻭﻳﻮﺟﺰ ﺳﱰﺳﲈﻥ ﻓﻜﺮﺗﻪ ﺣﻮﻝ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺑﺎﻵﰐ‪:‬‬
‫”ﻳﺴﺎﻋﺪ ﺣﺴﺎﺏ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﰲ ﲢﺪﻳﺪ ﻣﺎ ﻳﻤﻠﻜﻪ‬
‫ﺍﳌﻮﻇﻔﻮﻥ ﻣﻦ ﺗﺮﺍﻛﻢ ﺍﳌﻌﺮﻓﺔ ﺣﻮﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻟﴩﻛﺔ ﺍﻟﺘﻲ ﲤﺜﻞ ﺑﺪﻭﺭﻫﺎ‬

‫‪93‬‬
 ‫‪‬‬

‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺗﺮﺍﻛﻢ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﻳﻤﻠﻜﻪ ﺍﳌﻮﻇﻔﻮﻥ ﻳﻌﺮﻑ ﺃﻳﻀ ﹰﺎ‬
‫ﺑﺜﻘﺎﻓﺔ ﺍﻟﴩﻛﺔ‪ ،‬ﻷﳖﻢ ﺑﺬﻟﻚ ﳛﺘﻔﻈﻮﻥ ﰲ ﻋﻘﻮﳍﻢ ﺑﺠﺰﺀ ﻛﺒﲑ ﻣﻦ ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻟﻠﴩﻛﺔ‪ ،‬ﺑﺤﻴﺚ ﳚﻌﻠﻬﻢ ﻣﺴﺎﳘﲔ ﺑﺎﻷﺻﻮﻝ ﺍﳌﻌﺮﻓﻴﺔ ﻭﻫﻢ‬
‫ﺑﺬﻟﻚ ﻳﺴﻠﻜﻮﻥ ﺳﻠﻮﻙ ﺍﳌﺪﺭﺍﺀ ﻷﻥ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‬
‫ﺃﻭ ﺍﻻﻧﺘﻔﺎﻉ ﻣﻨﻬﺎ ﻳﻌﺘﱪ ﺃﺳﺎﺱ ﳉﻤﻴﻊ ﺍﻷﻋﲈﻝ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪NHQIÒÖÜ»n‡€a@paäë˚‡€a@lÏ‹çc@ZbÓ„bq‬‬
‫ﻳﺴﺘﺨﺪﻡ ﻛﻞ ﻣﻦ ‪ Malone&Edvisson‬ﻟﻘﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﻧﻤﻮﺫﺝ ﻣﺘﻌﺪﺩ ﺍﳌﺆﴍﺍﺕ ﺣﻴﺚ ﳛﺘﻮﻱ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻋﲇ ”‪ “١٤٠‬ﻣﺆﴍ‬
‫ﻭﻣﺸﺘﻘﺎﲥﺎ ﺗﺘﻌﻠﻖ ﺑﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﻭﻳﻔﱰﺿﺎ ﺃﻧﻪ ﻳﻤﻜﻦ ﺍﳊﺼﻮﻝ ﻋﲇ ﺍﻷﻭﺟﻪ ﺍﻟﻜﺎﻓﻴﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﺍﻟﴬﻭﺭﻳﺔ ﻟﻠﻔﻬﻢ ﺍﻟﻜﺎﻣﻞ ﳍﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ‪.‬‬
‫ﻭﻳﻌﺮﺽ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻟﻌﻴﻨﺔ ﻣﻦ ﺍﳌﺆﴍﺍﺕ ﺍﻟﺘﻲ ﺟﺎﺀﺕ ﰲ ﻧﻤﻮﺫﺝ‬
‫ﻛﻞ ﻣﻦ )‪ ( Malone&Edvisson‬ﺩﻭﻥ ﻭﺟﻮﺩ ﺻﻴﻐﺔ ﻧﻈﺮﻳﺔ ﻟﻠﻌﻼﻗﺎﺕ ﺑﲔ‬
‫ﻫﺬﻩ ﺍﳌﺆﴍﺍﺕ‪ ،‬ﻭﻣﻊ ﺃﻧﻪ ﻣﻦ ﺍﻟﺼﻌﻮﺑﺔ ﺑﻤﻜﺎﻥ ﺟﻌﻞ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﺧﻄﻴ ﹰﺎ‬
‫ﺑﺴﺒﺐ ﺍﳊﺎﺟﺔ ﳊﻞ ﺣﺴﺎﰊ ﻣﻌﻘﺪ ﳉﻤﻊ ﻫﺬﻩ ﺍﳌﺆﴍﺍﺕ ﺇﻻ ﺃﻧﻪ ﻳﻤﻜﻦ‬
‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻟﺘﻘﺪﻳﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻔﻴﺪﺓ ﻋﲇ ﺃﺳﺎﺱ ﺍﳌﺆﴍ‬
‫ﺗﻠﻮ ﺍﻵﺧﺮ ﻭﺫﻟﻚ ﺑﺎﻻﻋﺘﲈﺩ ﻋﲇ ﺣﺎﺟﺔ ﺍﳌﺪﻳﺮ ﺃﻭ ﺍﳌﺴﺘﺜﻤﺮ ﻟﻠﻤﻌﺮﻓﺔ‪.‬‬
‫ﻭﺗﺘﻮﺿﺢ ﺍﻷﺻﻮﻝ ﺍﳌﻌﺮﻓﻴﺔ ﺃﻭ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﰲ ﻫﺬﻩ ﺍﳌﺠﻤﻮﻋﺔ‬
‫ﺑﺎﳌﺆﴍﺍﺕ ﺍﻵﺗﻴﺔ‪:‬‬

‫‪(1) Thomas Hausel and Others, op,cit, pp 3537-.‬‬

‫‪94‬‬
‫‪‬‬

‫‪ı˝‡»€bi@Ú‘‹»n‡€a@paäë˚‡€a‬‬ ‫‪ÚÓ€b‡€a@paäë˚‡€a‬‬
‫‪ -١‬ﺍﳊﺼﺔ ﺍﻟﺴﻮﻗﻴﺔ )‪.(%‬‬ ‫‪ -١‬ﺇﲨﺎﻝ ﺍﻷﺻﻮﻝ )ﺑﺎﻟﻘﻴﻤﺔ(‪.‬‬
‫‪ -٢‬ﻋﺪﺩ ﺍﻟﻌﻤﻼﺀ‪.‬‬ ‫‪ -٢‬ﺇﲨﺎﱄ ﺍﻷﺻﻮﻝ‪ /‬ﺍﳌﻮﻇﻔﲔ )ﺑﺎﻟﻘﻴﻤﺔ(‪.‬‬
‫‪ -٣‬ﺍﳌﺒﻴﻌﺎﺕ ﺍﻟﺴﻨﻮﻳﺔ‪ /‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﻤﻴﻞ‬ ‫‪ -٣‬ﺍﻹﻳﺮﺍﺩﺍﺕ‪ /‬ﺇﲨﺎﱄ ﺍﻷﺻﻮﻝ )‪.(%‬‬
‫)ﺑﺎﻟﻘﻴﻤﺔ(‪.‬‬ ‫‪ -٤‬ﺍﻷﺭﺑﺎﺡ‪ /‬ﺇﲨﺎﱄ ﺍﻷﺻﻮﻝ )‪.(%‬‬
‫‪ -٤‬ﻋﺪﺩ ﺍﻟﻌﻤﻼﺀ ﺍﻟﺬﻳﻦ ﱂ ﺗﺴﺘﻄﻊ ﺍﻟﴩﻛﺔ‬ ‫‪ -٥‬ﺍﻹﻳﺮﺍﺩﺍﺕ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺍﳌﴩﻭﻋﺎﺕ‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﻢ‪.‬‬ ‫ﺍﳉﺪﻳﺪﺓ )ﺑﺎﻟﻘﻴﻤﺔ(‪.‬‬
‫‪ -٥‬ﻋﺪﺩ ﺯﻳﺎﺭﺍﺕ ﺍﻟﻌﻤﻼﺀ ﻟﻠﴩﻛﺔ‪.‬‬ ‫‪ -٦‬ﺍﻹﻳﺮﺍﺩﺍﺕ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻮﻇﻒ ﺍﻟﻮﺍﺣﺪ‬
‫‪ -٦‬ﻋﺪﺩ ﺍﻟﻌﻤﻼﺀ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻮﻇﻒ ﺍﻟﻮﺍﺣﺪ‪.‬‬ ‫)ﺑﺎﻟﻘﻴﻤﺔ(‪.‬‬
‫‪ -٧‬ﻣﺘﻮﺳﻂ ﺍﻟﻔﱰﺓ ﺑﲔ ﺍﺗﺼﺎﻝ ﺍﻟﻌﻤﻴﻞ‬ ‫‪ -٧‬ﺯﻣﻦ ﺍﻟﻌﻤﻴﻞ‪ /‬ﺣﻀﻮﺭ ﺍﳌﻮﻇﻒ )‪.(%‬‬
‫ﻭﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﻴﻌﺎﺕ‪.‬‬ ‫‪ -٨‬ﺍﻷﺭﺑﺎﺡ‪ /‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻮﻇﻒ ﺍﻟﻮﺍﺣﺪ‬
‫‪ -٨‬ﻣﺆﴍ ﺭﴈ ﺍﻟﻌﻤﻼﺀ )‪.(%‬‬ ‫)ﺑﺎﻟﻘﻴﻤﺔ(‪.‬‬
‫‪ -٩‬ﺍﻻﺳﺘﺜﲈﺭ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪/‬‬ ‫‪ -٩‬ﺍﻹﻳﺮﺍﺩﺍﺕ ﻣﻦ ﺍﻟﻌﻤﻼﺀ ﺍﳉﺪﺩ‪/‬‬
‫ﻣﻨﺪﻭﺏ ﺍﻟﺒﻴﻊ‪.‬‬ ‫ﺍﻹﻳﺮﺍﺩﺍﺕ ﺍﻹﲨﺎﻟﻴﺔ )‪.(%‬‬

‫‪äÌÏĐn€aÎ@ÜÌÜvn€a‬‬ ‫‪ÂÓ–√χ€a@Ü€@ÚӜ仇€a@ÚÓyb‰€a‬‬
‫‪ -١‬ﻣﺼﺎﺭﻳﻒ ﺗﻄﻮﻳﺮ ﺍﻻﻛﺘﺸﺎﻓﺎﺕ‪/‬‬ ‫‪ -١‬ﻣﺆﴍ ﺍﻟﻘﻴﺎﺩﺓ‪.‬‬
‫ﻟﻠﻤﻮﻇﻒ ﺍﻟﻮﺍﺣﺪ‪.‬‬ ‫‪ -٢‬ﻣﺆﴍ ﺍﻟﺘﺤﻔﻴﺰ‪.‬‬
‫‪ -٢‬ﻣﺆﴍ ﺭﴈ ﺍﳌﻮﻇﻒ‪.‬‬ ‫‪ -٣‬ﻣﺆﴍ ﺍﻟﺘﻮﻇﻴﻒ‪.‬‬
‫‪ -٣‬ﻣﺼﺎﺭﻳﻒ ﺍﻟﺘﺴﻮﻳﻖ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﻞ ﻋﻤﻴﻞ‪.‬‬ ‫‪ -٤‬ﻋﺪﺩ ﺍﳌﻮﻇﻔﲔ‪.‬‬
‫‪ -٤‬ﺣﺼﺔ ﺍﻟﺴﺎﻋﺎﺕ ﺍﳌﺨﺼﺼﺔ ﻟﻠﺘﺪﺭﻳﺐ‪.‬‬ ‫‪ -٥‬ﺩﻭﺭﺓ ﺍﻟﺘﻮﻇﻴﻒ‪.‬‬
‫‪ -٥‬ﺣﺼﺔ ﺍﻟﺴﺎﻋﺎﺕ ﺍﳌﺨﺼﺼﺔ ﻟﻠﺘﻄﻮﻳﺮ‪.‬‬ ‫‪ -٦‬ﻣﺘﻮﺳﻂ ﺧﺪﻣﺔ ﺍﳌﻮﻇﻒ ﺑﺎﻟﴩﻛﺔ‪.‬‬
‫‪ -٦‬ﺭﺃﻱ ﺍﳌﻮﻇﻔﲔ )ﻣﺆﴍ ﺍﻟﺘﺠﺴﻴﺪ(‪.‬‬ ‫‪ -٧‬ﻋﺪﺩ ﺍﳌﺪﺭﺍﺀ‪.‬‬
‫‪ -٧‬ﻣﺼﺎﺭﻳﻒ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ‪/‬‬ ‫‪ -٨‬ﻣﺘﻮﺳﻂ ﺃﻋﲈﺭ ﺍﳌﻮﻇﻔﲔ‪.‬‬
‫ﺍﳌﺼﺎﺭﻳﻒ ﺍﻹﺩﺍﺭﻳﺔ )‪.(%‬‬
‫‪ -٨‬ﻣﺼﺎﺭﻳﻒ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﻞ ﻣﻮﻇﻒ‪.‬‬
‫‪ -٩‬ﻣﻮﺍﺭﺩ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ‪ /‬ﺇﲨﺎﱄ ﺍﳌﻮﺍﺭﺩ‪.‬‬

‫‪95‬‬
 ‫‪‬‬

‫‪pbÓ‹‡»€bi@Ú‘‹»n‡€a@paäë˚‡€a‬‬
‫‪ -١‬ﺍﳌﺼﺎﺭﻳﻒ ﺍﻹﺩﺍﺭﻳﺔ‪ /‬ﺍﻹﻳﺮﺍﺩﺍﺕ ﺍﻹﲨﺎﻟﻴﺔ )‪.(%‬‬
‫‪ -٢‬ﺗﻜﻠﻔﺔ ﺍﻷﺧﻄﺎﺀ ﺍﻹﺩﺍﺭﻳﺔ‪ /‬ﺍﻹﻳﺮﺍﺩﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ -٣‬ﻋﺪﺩ ﺍﳊﻮﺍﺳﺐ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻌﺪﺩ ﺍﳌﻮﻇﻔﲔ‪.‬‬
‫‪ -٤‬ﺍﳌﺼﺎﺭﻳﻒ ﺍﻹﺩﺍﺭﻳﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻮﻇﻒ ﺍﻟﻮﺍﺣﺪ‪.‬‬
‫‪ -٥‬ﻣﺼﺎﺭﻳﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻮﻇﻒ ﺍﻟﻮﺍﺣﺪ‪.‬‬
‫‪ -٦‬ﺍﳌﺼﺎﺭﻳﻒ ﺍﻹﺩﺍﺭﻳﺔ‪ /‬ﺍﻟﻌﻼﻭﺓ ﺍﻹﲨﺎﻟﻴﺔ )‪.(%‬‬
‫‪ -٧‬ﺍﻟﺘﻐﲑ ﰲ ﳐﺰﻭﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻮﻣﺎﺕ‪.‬‬
‫‪ -٨‬ﺃﻫﺪﺍﻑ ﺍﳉﻮﺩﺓ ﰲ ﺍﻟﴩﻛﺔ‪.‬‬
‫‪ -٩‬ﻃﺎﻗﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﻞ ﻣﻮﻇﻒ‪.‬‬
‫‪ -١٠‬ﺃﺩﺍﺀ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﻞ ﻣﻮﻇﻒ‪.‬‬
‫‪NÚ–‹ÿn€a@xáb‡„@lÏ‹çc@Zbr€bq‬‬
‫ﺗﻌﺘﱪ ﻧﲈﺫﺝ ﺍﻟﺘﻜﻠﻔﺔ ﻣﻘﺒﻮﻟﺔ ﻋﲇ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﰲ ﺍﳌﺤﺎﺳﺒﺔ ﻭﺍﻹﺩﺍﺭﺓ‪،‬‬
‫ﻭﺇﻥ ﺍﺳﺘﺨﺪﺍﻡ ﻧﻈﺎﻡ ﺍﻟـ ‪ ABC‬ﻟﻔﻬﻢ ﻣﺪﻱ ﻣﺴﺎﳘﺎﺕ ﺍﳌﻌﺮﻓﺔ ﰲ ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﴩﻛﺔ‬
‫ﳛﻤﻞ ﺑﻌﺾ ﺍﻟﺼﻌﻮﺑﺎﺕ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪.‬‬
‫ﻭﻳﻔﱰﺽ ﺃﺳﻠﻮﺏ ﻧﲈﺫﺝ ﺍﻟﺘﻜﻠﻔﺔ ﺃﻧﻪ ﻟﻔﻬﻢ ﻗﻴﻤﺔ ﺍﳌﻌﺮﻓﺔ ﻻﺑﺪ ﻣﻦ‬
‫ﺣﺴﺎﺏ ﺗﻜﻠﻔﺘﻬﺎ ﺃﻭ ﻗﻴﻤﺘﻬﺎ ﺍﻟﺴﻮﻗﻴﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﳌﻌﺮﻓﺔ ﺍﻟﻔﺮﺩ ﲤﺜﻞ‬

‫‪96‬‬
‫‪‬‬

‫ﺃﺣﺪ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳋﺎﺻﺔ ﺑﻘﻴﻤﺔ ﺍﳌﻌﺮﻓﺔ ﻟﺪﻱ ﻫﺬﺍ ﺍﻟﻔﺮﺩ‪ .‬ﻭﻟﻜﻦ ﻻ ﻳﻤﻜﻦ ﺍﻟﻘﻮﻝ‬
‫ﺑﺄﻥ ﺳﻌﺮ ﺍﻟﺴﻮﻕ ﻳﻤﻜﻦ ﺗﺮﲨﺘﻪ ﺑﺼﻮﺭﺓ ﻣﺒﺎﴍﺓ ﺇﱄ ﻗﻴﻤﺔ ﺗﻘﺪﻣﻬﺎ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﺃﻱ ﻣﻌﻨﻲ ﻟﻼﺭﺗﺒﺎﻁ ﺑﲔ ﺗﻜﻠﻔﺔ‬ ‫‪Stewart‬‬ ‫ﻭﻗﺪ ﺃﻛﺪ‬
‫ﺍﳊﺼﻮﻝ ﻋﲇ ﺍﳌﻌﺮﻓﺔ ﻭﻗﻴﻤﺔ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺣﻴﺚ ﺃﻥ ﻗﻴﻤﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﻻﺗﺘﺒﻊ ﺑﺎﻟﴬﻭﺭﺓ ﺇﱄ ﺗﻜﻠﻔﺔ ﺣﻴﺎﺯﺗﻪ)‪.(١‬‬
‫‪Rorschach@Inkblat@lÏ‹çc@Zb»iaâ‬‬

‫ﻳﻔﱰﺽ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺑﺄﻥ ﺍﳌﺪﺭﺍﺀ ﻳﻤﻜﻨﻬﻢ ﺍﺷﺘﻘﺎﻕ ﻣﺴﺎﳘﺔ ﺍﻷﺻﻮﻝ‬

‫ﺍﳌﻌﺮﻓﻴﺔ ﻣﻦ ﺧﻼﻝ ﻣﺮﺍﺟﻌﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﻣﻘﺎﻳﻴﺲ ﺍﻷﺩﺍﺀ ﺍﳌﱰﺍﺑﻄﺔ‪.‬‬
‫ﻭﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﴍﺍﺕ ﺣﻴﺚ ﺗﺘﺠﺎﻭﺯ‬
‫ﺍﻟﻄﺒﻴﻌﺔ ﺍﻟﻔﻌﻠﻴﺔ ﻟﻠﻌﻼﻗﺔ ﺑﲔ ﻫﺬﻩ ﺍﳌﺆﴍﺍﺕ ﺃﺑﻌﺎﺩ ﻣﺎ ﻳﻌﺘﻘﺪﻩ ﺍﳌﺪﺭﺍﺀ ﺃﻭ‬
‫ﻋﻤﻠﻴﺔ ﺍﻹﲨﺎﻉ ﺍﻟﻌﺎﻡ‪ .‬ﻭﻳﺴﺘﺨﺪﻡ ﺃﻳﻀ ﹰﺎ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺑﻄﺎﻗﺎﺕ ﺍﻟﻨﻘﺎﻁ‬
‫ﺍﳌﺘﻮﺍﺯﻧﺔ ﺍﻟﺘﻲ ﺗﺮﻛﺰ ﻋﲇ ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻹﴍﺍﻑ ﺍﻻﺳﱰﺍﺗﻴﺠﻲ ﻣﻦ ﺧﻼﻝ‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻷﻏﺮﺍﺽ ﻭﻳﺘﻮﻓﻖ ﻧﺠﺎﺣﻬﺎ ﻋﲇ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻣﻌﺎﻳﲑ‬
‫ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺗﻘﻴﺲ ﺑﻄﺎﻗﺎﺕ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﻮﺍﺯﻧﺔ ﺍﻷﺩﺍﺀ ﻣﻦ ﻋﺪﺓ ﻣﻨﺎﻇﲑ ﻭﻫﻲ‪:‬‬
‫‪ -١‬ﻣﻨﻈﻮﺭ ﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫‪ -٢‬ﺍﳌﻨﻈﻮﺭ ﺍﻟﺪﺍﺧﲇ‪.‬‬
‫‪ -٣‬ﻣﻨﻈﻮﺭ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -٤‬ﺍﳌﻨﻈﻮﺭ ﺍﳌﺎﱄ‪.‬‬
‫‪(1) Stewart,T.A., op,cit, p10.‬‬

‫‪97‬‬
 ‫‪‬‬

‫‪pbuäLJ€a@Ô‹«@åÓ◊än€a@lÏ‹çc@ZbĆ éflbÅ‬‬
‫ﻳﻌﺘﻘﺪ ﺑﻌﺾ ﺍﳌﻔﻜﺮﻳﻦ ﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺃﻧﻪ ﻳﺼﻌﺐ ﺗﻄﻮﻳﺮ‬
‫ﻣﻘﺎﻳﻴﺲ ﻣﺒﺎﴍﺓ ﻭﺫﺍﺕ ﻣﻌﻨﻲ ﻟﻘﻴﺎﺱ ﺍﻷﺻﻮﻝ ﺍﳌﻌﺮﻓﻴﺔ‪ ،‬ﻭﻳﻌﺘﻘﺪﻭ ﺃﻧﻪ‬
‫ﺑﺎﻹﻣﻜﺎﻥ ﻗﻴﺎﺱ ﳐﺮﺟﺎﺕ ﺍﳌﻌﺮﻓﺔ ﻓﻘﻂ ﺑﺎﻻﻋﺘﲈﺩ ﻋﲇ ﺍﻟﻔﺮﺽ ﺍﻟﺬﻱ ﻳﻘﻮﻝ‬
‫ﺃﻥ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻌﺮﻳﻒ ﻏﲑ ﻣﻠﻤﻮﺳﺔ ﻭﻏﲑ ﻣﺪﺭﻛﺔ ﺃﻭ ﻣﺮﺋﻴﺔ‪.‬‬
‫ﻭﻳﺴﺘﻨﺘﺞ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻔﻜﺮﻳﻦ ﺑﺄﻥ ﺍﳌﻌﺮﻓﺔ ﻣﺴﺆﻭﻟﺔ ﻋﻦ ﺍﳌﺨﺮﺟﺎﺕ‬
‫ﺩﻭﻥ ﲢﺪﻳﺪ ﻭﺣﺪﺓ ﻣﺸﱰﻛﺔ ﻣﻦ ﺍﳌﺨﺮﺟﺎﺕ ﻟﻴﺘﻢ ﻗﻴﺎﺳﻬﺎ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻳﺘﻢ‬
‫ﻗﻴﺎﺱ ﺗﺄﺛﲑﺍﺕ ﺍﳌﻌﺮﻓﺔ ﻓﻘﻂ‪.‬‬
‫ﻭﻣﻊ ﺫﻟﻚ ﺇﻥ ﲢﺪﻳﺪ ﻭﺣﺪﺓ ﺍﳌﻌﺮﻓﺔ ﺳﻮﻑ ﻳﺴﻬﻞ ﺍﻟﺘﻨﺒﺆﺍﺕ ﺣﻮﻝ‬
‫ﻣﺪﻱ ﺍﻻﻧﺘﻔﺎﻉ ﺑﺎﻷﺻﻮﻝ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺑﺎﻟﻮﻗﺖ ﻧﻔﺴﻪ ﺳﻮﻑ ﻳﺼﺎﺩﻑ ﺍﳌﺰﻳﺪ‬
‫ﻣﻦ ﺍﻟﺘﻌﻘﻴﺪﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺘﺤﺪﻳﺪ ﻛﻴﻔﻴﺔ ﻣﺴﺎﳘﺔ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻷﺩﺍﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ‪.‬‬
‫‪Ú‡Ó‘€a@…fl@kçb‰nm@ڜ仇€a@lÏ‹çc@ZbĆ çÖbç‬‬
‫ﻗﺪ ﻳﻔﱰﺽ ﺍﻟﺒﻌﺾ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻣﺒﺎﴍﺓ ﺑﲔ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻲ‬
‫ﲣﻠﻘﻬﺎ ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻳﻘﱰﺡ ﺃﺻﺤﺎﺏ ﻫﺬﺍ ﺍﻟﺮﺃﻱ ﻋﺪﺓ ﺃﺳﺎﻟﻴﺐ ﻟﻠﺒﺤﺚ‬
‫ﲥﺪﻑ ﺇﱄ ﺗﺘﺒﻊ ﻋﻤﻠﻴﺔ ﲢﻮﻳﻞ ﺍﳌﻌﺮﻓﺔ ﺇﱄ ﳐﺮﺟﺎﺕ ﺫﺍﺕ ﻗﻴﻤﺔ ﻭﻣﻦ ﺧﻼﻝ‬
‫ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻻ ﺗﺴﺘﻬﻠﻚ ﺍﳌﻌﺮﻓﺔ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﳋﻠﻖ ﺍﻟﺘﻐﲑﺍﺕ‬
‫ﺑﺎﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ‪ .‬ﻭﻋﲇ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﴍﻛﺔ ﻣﺎﻳﻜﺮﻭﺳﻮﻓﺖ ﻟﺪﳞﺎ ﻗﻴﻤﺔ‬
‫ﺩﻓﱰﻳﺔ ﻣﻘﺪﺭﺓ ﺗﺼﻞ ﺇﱄ ﺣﻮﺍﱄ )‪ (٢٠ -٣‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ ﺑﻴﻨﲈ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ‬

‫‪98‬‬
‫‪‬‬

‫ﺗﺒﻠﻎ ﻣﻦ ‪ ٤٠٠ -٣٠٠‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ ﻭﻳﻤﺜﻞ ﺫﻟﻚ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﺎﻓﻴﺔ ﻟﺪﻱ‬

‫ﴍﻛﺔ ﻣﺎﻳﻜﺮﻭﺳﻮﻓﺖ ﻭﻗﻴﻤﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﴩﻛﺔ ﻟﻠﻤﻌﺮﻓﺔ ﺍﳌﺠﺴﺪﺓ‬
‫ﺿﻤﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻷﻓﺮﺍﺩ ﺍﳌﻮﻇﻔﲔ)‪.(١‬‬
‫‪HRI‬‬
‫‪Ԝ仇€a@fib‡€a@êcâ@êbÓ‘€@ÚÓ€b‡€a@äÓÀ@èÓÌb‘‡€a@‚aÜÇnça‬‬
‫ﻳﻌﺘﱪ ﻣﻮﺿﻮﻉ ﺇﳚﺎﺩ ﺃﻭ ﺗﺼﻤﻴﻢ ﻧﻈﺎﻡ ﻟﻠﻘﻴﺎﺱ ﻳﺸﺒﻪ ﺍﳌﺤﺎﺳﺒﻴﺔ ﺑﺎﻟﻘﻴﺪ‬
‫ﺍﳌﺰﺩﻭﺝ‪ ،‬ﺃﻣﺮ ﹰﺍ ﴐﻭﺭﻳ ﹰﺎ ﺣﻴﺚ ﺍﻟﻨﻘﻮﺩ ﻫﻲ ﻭﺣﺪﺓ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ .‬ﻭﻟﻜﻦ‬
‫ﺇﺫﺍ ﻗﻤﻨﺎ ﺑﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﳉﺪﻳﺪﺓ ﺑﺄﺩﻭﺍﺕ ﻗﺪﻳﻤﺔ ﺳﻮﻑ ﻟﻦ ﻧﺤﺼﻞ ﻋﲇ‬
‫ﻧﺘﺎﺋﺞ ﺟﺪﻳﺪﺓ‪.‬‬
‫ﻭﺑﺎﳊﻘﻴﻘﺔ ﻻ ﻳﻮﺟﺪ ﺍﺧﺘﻼﻑ ﺑﲔ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﺎﻟﻴﺔ ﻭﺍﳌﻘﺎﻳﻴﺲ ﻏﲑ‬
‫ﺍﳌﺎﻟﻴﺔ ﺣﻴﺚ ﻛﻼﳘﺎ ﳛﻤﻞ ﻋﻨﴫ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ﻭﻛﻼﳘﺎ ﻳﻌﺘﻤﺪ ﻋﲇ‬
‫ﺍﳌﺸﺎﻫﺪﺓ‪ .‬ﻭﻻ ﻳﻮﺟﺪ ﻣﻘﺎﻳﻴﺲ ﻣﻮﺿﻮﻋﻴﺔ ﺑﺎﳌﻌﻨﻲ ﺍﳌﻄﻠﻖ ﻭﻣﻊ ﺫﻟﻚ ﻫﻨﺎﻙ‬
‫ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﻲ ﺗﺸﲑ ﺇﱄ ﺃﻥ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﺎﻟﻴﺔ ﺗﺒﺪﻭ ﺃﻗﺮﺏ ﺇﱄ‬
‫ﺍﳌﻮﺿﻮﻋﻴﺔ ﻭﺍﳊﻘﻴﻘﺔ‪ ،‬ﻭﻫﺬﻩ ﺍﻷﺳﺒﺎﺏ ﺗﺘﻌﻠﻖ ﺑﺎﳌﻔﺎﻫﻴﻢ ﺍﻟﻀﻤﻨﻴﺔ ﻟﻮﺟﻮﺩ‬
‫ﺍﳌﴩﻭﻉ ﻭﻷﻥ ﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﺗﺴﺘﺨﺪﻡ ﻣﻨﺬ ﻓﱰﺓ ﻃﻮﻳﻠﺔ ﻣﻦ ﺍﻟﺰﻣﻦ ﺿﻤﻦ‬
‫ﺳﻴﺎﻕ ﺍﻟﺘﻌﺎﺭﻳﻒ ﻭﺍﳌﻌﺎﻳﲑ‪ ،‬ﻭﻋﻨﺪ ﲢﺪﻳﺪ ﺍﳌﻌﺎﻳﲑ ﻭﺍﳌﻘﺎﻳﻴﺲ ﻓﺈﻧﻨﺎ ﻧﺤﺪﺩ ﻣﺎ‬
‫ﻧﺮﺍﻩ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﴫﻑ‪ ،‬ﻭﻟﻜﻦ ﺗﻈﻬﺮ ﺍﳌﺸﻜﻠﺔ ﻋﻨﺪ ﺗﺮﲨﺔ ﺍﻟﺘﴫﻓﺎﺕ ﺇﱄ ﻗﻴﻢ‬
‫ﻧﻘﺪﻳﺔ‪ ،‬ﺣﻴﺚ ﲨﻴﻊ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻮﻇﻔﻮﻥ ﻳﻘﺪﻣﻮﻥ ﺍﳋﺪﻣﺎﺕ ﻟﻠﻌﻤﻼﺀ ﻭﺍﳌﺒﺎﻟﻎ‬

‫)‪ (١‬ﻋﺼﺎﻡ ﻓﻬﺪ ﺍﻟﻌﺮﺑﻴﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٦-١٥‬‬

‫)‪ (٢‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٢٠ -١٦‬‬

‫‪99‬‬
 ‫‪‬‬

‫ﺍﻟﻨﻘﺪﻳﺔ ﻫﻨﺎ ﺗﻌﱪ ﻋﻦ ﺟﻬﺪ ﻫﺆﻻﺀ ﺍﳌﻮﻇﻔﲔ‪.‬‬

‫ﻟﺬﻟﻚ ﺇﻥ ﺍﻟﻨﻈﺎﻡ ﺍﳌﺤﺎﺳﺒﻲ ﺍﳌﻌﺮﻭﻑ ﻣﻨﺬ ﲬﺴﲈﺋﺔ ﻋﺎﻡ ﻻ ﻳﺴﺘﻄﻴﻊ‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﻟﻨﻘﺪﻳﺔ ﻭﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‪ ،‬ﺣﻴﺚ ﻻ ﻳﻮﺟﺪ‬
‫ﻧﻈﺎﻡ ﺷﺎﻣﻞ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻨﻘﻮﺩ ﻛﻤﻌﺎﺩﻝ ﻟﻘﻴﺎﺱ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‪.‬‬
‫ﻟﺬﻟﻚ ﻫﻨﺎﻙ ﺍﻓﺘﻘﺎﺭ ﺇﱄ ﺻﻴﻐﺔ ﻧﻈﺮﻳﺔ ﻣﺘﻴﻨﺔ ﺗﻨﺎﺳﺐ ﺍﻟﺪﺧﻮﻝ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳉﺪﻳﺪ‪ ،‬ﻭﻳﺸﲑ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻌﻤﲇ ﺇﱄ ﺃﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﴩﻛﺎﺕ ﺗﻘﻴﺲ ﺍﻷﺻﻮﻝ ﻏﲑ‬
‫ﺍﳌﻠﻤﻮﺳﺔ ﻭﺗﺴﺘﺨﺪﻡ ﻣﺆﴍﺍﺕ ﻏﲑ ﻣﺎﻟﻴﺔ ﻟﻘﻴﺎﺱ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺘﺸﻐﻴﻠﻴﺔ ﺑﺼﻮﺭﺓ‬
‫ﺧﺎﺻﺔ‪ .‬ﻭﻻ ﻳﺰﺍﻝ ﻋﻨﴫﻱ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻭﳘﺎ ﺍﳍﻴﻜﻞ ﺍﳋﺎﺭﺟﻲ‬
‫ﻭﺍﳍﻴﻜﻞ ﺍﻟﺪﺍﺧﲇ ﻏﲑ ﳏﺪﺩﻳﻦ ﺑﺼﻮﺭﺓ ﻣﻨﺘﻈﻤﺔ ﰲ ﲨﻴﻊ ﺍﻟﴩﻛﺎﺕ‪.‬‬
‫ﻭﺗﻜﻤﻦ ﺍﳌﺸﻜﻠﺔ ﰲ ﺍﻷﺷﻴﺎﺀ ﻗﻴﺎﺳﻬﺎ ﻭﺻﻌﻮﺑﺔ ﺗﻔﺴﲑ ﺍﻟﻨﺘﺎﺋﺞ ﻭﻟﻴﺲ‬
‫ﺗﺼﻤﻴﻢ ﻣﻘﺎﻳﻴﺲ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‪.‬‬

‫‪100‬‬
‫‪‬‬

‫‪NÚçχ‹‡€a@äÓÀ@fiÏï˛a@äë˚fl@›ÿÓÁ@MQ‬‬
‫ﺇﻥ ﺍﳉﺰﺀ ﻏﲑ ﺍﻟﻈﺎﻫﺮ ﻭﻏﲑ ﺍﳌﻠﻤﻮﺱ ﻣﻦ ﺍﳌﻴﺰﺍﻧﻴﺔ ﻳﻤﻜﻦ ﺗﺼﻨﻴﻔﻪ ﺇﱄ‬
‫ﺛﻼﺛﺔ ﻋﻨﺎﴏ ﻛﲈ ﻳﲇ‪:‬‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻭﻗﻴﺔ‬

‫ﻤﺅﺸﺭﺍﺕ ﺼﺎﻓﻲ‬ ‫ﺍﻷﺼﻭﻝ ﻏﻴﺭ‬

‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﺍﻟﻤﻠﻤﻭﺴﺔ‬

‫ﺍﻟﻨﻤﻮ‬ ‫ﻤﺅﺸﺭﺍﺕ ﻤﻌﺎﺭﻑ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻤﺅﺸﺭ ﺍﻟﻬﻴﻜﻝ‬

‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﺍﻟﻬﻴﻜﻝ ﺍﻟﺩﺍﺨﻠﻲ‬ ‫ﺍﻟﺨﺎﺭﺠﻲ‬
‫ﺍﻟﺘﺠﺪﻳﺪ‬

‫ﺍﻟﻜﻔﺎءﺓ‬

‫ﺍﻻﺳﺘﻘﺮﺍﺭ‪ /‬ﺍﻟﻤﺨﺎﻃﺮ‬
‫ﺍﻟﻨﻤﻭ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﺍﻟﻨﻤﻭ‬
‫ﺍﻟﺘﺠﺩﻴﺩ‬ ‫ﺍﻟﺘﺠﺩﻴﺩ‬ ‫ﺍﻟﺘﺠﺩﻴﺩ‬
‫ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﺍﻟﻜﻔﺎﺀﺓ‬
‫ﺍﻻﺴﺘﻘﺭﺍﺭ‪ /‬ﺍﻟﻤﺨﺎﻁﺭ‬ ‫ﺍﻻﺴﺘﻘﺭﺍﺭ‪ /‬ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﺍﻻﺴﺘﻘﺭﺍﺭ‪ /‬ﺍﻟﻜﻔﺎﺀﺓ‬

‫‪Úçχ‹‡€a@äÓÀ@fiÏï˛a@äïb‰«@MR‬‬
‫‪ -١‬ﻣﻌﺎﺭﻑ ﺍﻷﻓﺮﺍﺩ ‪Individual Competence‬‬

‫ﲤﺜﻞ ﻣﻌﺎﺭﻑ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻘﺪﺭﺓ ﻋﲇ ﺍﻟﺘﴫﻑ ﺑﻌﺪﺓ ﺣﺎﻻﺕ ﻭﺗﺘﻀﻤﻦ‬

‫ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﳋﱪﺓ ﻭﺍﻟﻘﻴﻢ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺟﺘﲈﻋﻴﺔ ﻭﻳﻤﺜﻞ ﺍﻷﻓﺮﺍﺩ‬

‫‪101‬‬
 ‫‪‬‬

‫ﺍﻟﻮﻛﻼﺀ ﺍﳊﻘﻴﻘﻴﻮﻥ ﰲ ﺍﻟﴩﻛﺔ‪ ،‬ﻭﲤﺜﻞ ﲨﻴﻊ ﺍﻷﺻﻮﻝ ﻭﺍﳍﻴﺎﻛﻞ ﺳﻮﺍﺀ‬

‫ﻛﺎﻧﺖ ﻣﻠﻤﻮﺳﺔ ﺃﻭ ﻏﲑ ﻣﻠﻤﻮﺳﺔ ﻭﲤﺜﻞ ﻧﺘﺎﺝ ﺍﻟﺘﴫﻓﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺗﻌﺘﻤﺪ‬
‫ﺑﻤﺠﻤﻮﻋﻬﺎ ﻋﲇ ﺍﻷﻓﺮﺍﺩ‪ .‬ﻭﻻ ﻳﻤﻜﻦ ﺍﻣﺘﻼﻙ ﺍﳌﻌﺎﺭﻑ ﻣﻦ ﻗﺒﻞ ﺃﻱ ﻓﺮﺩ‬
‫ﻭﻟﻜﻦ ﻳﻌﺘﱪ ﺍﻷﻓﺮﺍﺩ ﺃﻋﻀﺎﺀ ﻃﻮﺍﻋﻴﲔ ﰲ ﺍﻟﴩﻛﺔ‪.‬‬
‫ﻭﻳﻤﻜﻦ ﺇﺩﺧﺎﻝ ﻫﺬﻩ ﺍﳌﻌﺎﺭﻑ ﰲ ﺍﳌﻴﺰﺍﻧﻴﺔ ﻷﻧﻪ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﺗﻌﻤﻞ‬
‫ﺍﻟﴩﻛﺔ ﺩﻭﻥ ﻭﺟﻮﺩ ﺍﻟﻌﻨﴫ ﺍﻟﺒﴩﻱ‪ .‬ﻭﻳﻤﻴﻞ ﺍﻷﻓﺮﺍﺩ ﻟﺘﻘﺪﻳﻢ ﺍﻟﻮﻻﺀ‬
‫ﺇﺫﺍ ﻋﻮﻣﻠﻮﺍ ﺑﻌﺪﺍﻟﺔ ﻭﺗﻘﺎﺳﻢ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻭﻳﺸﲑ ﺫﻟﻚ ﺇﱄ ﺩﻓﻊ ﺍﻟﴩﻛﺎﺕ‬
‫ﺗﻌﻮﻳﻀﺎﺕ ﻛﺒﲑﺓ ﻋﻨﺪ ﺗﻘﺎﻋﺪ ﺍﳌﻮﻇﻔﲔ ﺣﻴﺚ ﲣﺘﻠﻒ ﻫﺬﻩ ﺍﻟﺘﻌﻮﻳﻀﺎﺕ‬
‫ﻣﻦ ﺑﻠﺪ ﺇﱄ ﺁﺧﺮ‪.‬‬
‫ﻭﻋﲇ ﺍﻟﺮﻏﻢ ﻣﻦ ﻋﺪﻡ ﺗﺴﺠﻴﻞ ﻫﺬﻩ ﺍﻟﺘﻌﻮﻳﻀﺎﺕ ﻛﺎﻟﺘﺰﺍﻣﺎﺕ ﰲ‬
‫ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﻟﻌﻤﻮﻣﻴﺔ ﺇﻻ ﺃﻧﻪ ﻳﻤﻜﻦ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻛﺎﻻﻟﺘﺰﺍﻣﺎﺕ ﻣﺜﻞ ﻋﻘﻮﺩ‬
‫ﺍﻟﺘﺄﺟﲑ ﻭﲤﺜﻞ ﺷﻜﻞ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻟﺘﺤﻮﻳﻞ ﻏﲑ ﺍﳌﺮﺋﻲ ﳌﻌﺎﺭﻑ ﺍﻷﻓﺮﺍﺩ‬
‫ﺩﺍﺧﻞ ﺍﻟﴩﻛﺎﺕ‪.‬‬
‫‪ -٢‬ﺍﳍﻴﻜﻞ ﺍﻟﺪﺍﺧﲇ ‪Internal Structure‬‬

‫ﳛﺘﻮﻱ ﺍﳍﻴﻜﻞ ﺍﻟﺪﺍﺧﲇ ﻋﲇ ﳎﺎﻝ ﻭﺍﺳﻊ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻟﻨﲈﺫﺝ ﻭﻧﻈﻢ‬

‫ﺍﻹﺩﺍﺭﺓ ﻭﺍﳊﺎﺳﺐ ﺍﻹﻟﻜﱰﻭﲏ ﺍﻟﺘﻲ ﳜﻠﻘﻬﺎ ﺍﻷﻓﺮﺍﺩ ﻭﲤﻠﻜﻬﺎ ﺍﻟﴩﻛﺎﺕ‪.‬‬
‫ﺣﻴﺚ ﺇﻥ ﺍﻟﻘﺮﺍﺭ ﺑﺎﻻﺳﺘﺜﲈﺭ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﻷﺻﻮﻝ ﻳﻤﻜﻦ ﺍﲣﺎﺫﻩ ﺑﺸﺊ ﻣﻦ‬
‫ﺍﻟﺜﻘﺔ ﻭﺍﳌﺼﺪﺍﻗﻴﺔ ﻷﻥ ﺍﻟﻌﻤﻞ ﻳﺘﻢ ﺩﺍﺧﻞ ﺍﻟﴩﻛﺔ‪ ،‬ﺃﻭ ﻳﻤﻜﻦ ﴍﺍﺅﻩ ﻣﻦ‬
‫ﺧﺎﺭﺝ ﺍﻟﴩﻛﺔ ﻭﺃﻥ ﺍﳍﻴﻜﻞ ﺍﻟﺪﺍﺧﲇ ﻭﺍﻷﻓﺮﺍﺩ ﻣﻌ ﹰﺎ ﻳﺸﻜﻼﻥ ﺍﻟﴩﻛﺔ‪.‬‬

‫‪102‬‬
‫‪‬‬

‫‪ -٣‬ﺍﳍﻴﻜﻞ ﺍﳋﺎﺭﺟﻲ ‪External Structure‬‬

‫ﻭﳛﺘﻮﻱ ﻫﺬﺍ ﺍﳍﻴﻜﻞ ﻋﲇ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﳌﻮﺭﺩﻳﻦ ﻭﺍﻟﻌﻤﻼﺀ ﻭﺍﻷﺳﲈﺀ‬

‫ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﻟﻌﻼﻣﺎﺕ ﻭﺍﻟﺴﻤﻌﺔ ﺍﳉﻴﺪﺓ‪ ،‬ﺣﻴﺚ ﻳﻤﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺑﻌﺾ ﻣﻦ ﻫﺬﻩ‬
‫ﺍﻟﻌﻼﻣﺎﺕ ﻣﻠﻜﻴﺔ ﻗﺎﻧﻮﻧﻴﺔ ﻭﻟﻜﻦ ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﻷﻣﻮﺭ ﻻ ﻳﻜﻮﻥ‬
‫ﻣﺜﻞ ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺍﳍﻴﻜﻞ ﺍﻟﺪﺍﺧﲇ ﻣﻦ ﻧﺎﺣﻴﺔ ﺩﺭﺟﺔ ﺍﻟﺜﻘﺔ ﻭﺍﳌﺼﺪﺍﻗﻴﺔ‪.‬‬
‫ﻷﻥ ﻗﻴﻤﺔ ﻣﺜﻞ ﻫﺬﻩ ﺍﻷﺻﻮﻝ ﺗﺘﺄﺛﺮ ﺑﻜﻴﻔﻴﺔ ﻗﻴﺎﻡ ﺍﻟﴩﻛﺔ ﺑﺤﻞ ﻣﺸﺎﻛﻞ‬
‫ﺍﻟﻌﻤﻼﺀ ﻭﻳﻮﺟﺪ ﺩﺍﺋ ﹰﲈ ﻋﻨﴫ ﻣﻦ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪.‬‬
‫ﻭﻗﺪ ﺗﻜﻮﻥ ﺍﻟﺴﻤﻌﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺟﻴﺪﺓ ﺃﻭ ﻏﲑ ﻣﻘﺒﻮﻟﺔ ﻭﻗﺪ ﺗﺘﻐﲑ‬
‫ﺑﻤﺮﻭﺭ ﺍﻟﻮﻗﺖ ﻭﻳﻌﺘﱪ ﺍﳍﻴﻜﻞ ﺍﳋﺎﺭﺟﻲ ﺻﻌﺐ ﺍﻟﺘﺤﻮﻳﻞ ﺇﱄ ﻗﻴﻢ ﻧﻘﺪﻳﺔ‪.‬‬
‫ﻭﺫﻟﻚ ﺑﺨﻼﻑ ﺍﻷﺻﻮﻝ ﺍﳌﺎﺩﻳﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﻣﺘﻼﻛﻬﺎ ﻗﺎﻧﻮﻧﻴ ﹰﺎ ﻭﻟﻜﻦ ﻗﺪ‬
‫ﻳﺼﻌﺐ ﺍﻣﺘﻼﻛﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﻟﴩﻛﺎﺕ‪ .‬ﺣﻴﺚ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫ﻟﻠﻌﻼﻗﺔ ﻣﻊ ﺍﻟﻌﻤﻼﺀ ﻫﻲ ﻗﻴﻤﺔ ﻏﲑ ﻣﺮﺋﻴﺔ‪ ،‬ﻷﻥ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﻻ ﺗﻠﻘﻲ ﺍﻟﻘﺒﻮﻝ‬
‫ﺍﻟﻌﺎﻡ ﻭﻻ ﻳﺘﻢ ﻗﻴﺎﺳﻬﺎ ﻃﺒﻘ ﹰﺎ ﳌﻌﻴﺎﺭ ﳏﺪﺩ ﻭﻣﻊ ﺫﻟﻚ ﻫﺬﺍ ﻻ ﻳﻌﻔﻲ ﺍﻟﴩﻛﺎﺕ‬
‫ﻣﻦ ﺣﺴﺎﲠﺎ ﺃﻭ ﻗﻴﺎﺳﻬﺎ ﺃﺣﻴﺎﻧ ﹰﺎ‪.‬‬
‫ﻭﺑﺴﺒﺐ ﻣﻘﺎﻭﻣﺔ ﺍﳌﺼﺎﺭﻑ ﻟﺘﻘﺪﻳﻢ ﺍﻟﻘﺮﻭﺽ ﻟﻼﺳﺘﺜﲈﺭ ﰲ ﺍﻷﺻﻮﻝ‬
‫ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻓﺈﻥ ﺗﻄﻮﻳﺮ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻳﺘﻢ ﺑﺘﻤﻮﻳﻞ ﺫﺍﰐ ﺩﺍﺧﻞ‬
‫ﺍﻟﴩﻛﺎﺕ‪ ،‬ﻭﺑﻤﻌﻨﻲ ﺁﺧﺮ ﺗﻘﺎﺑﻞ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻤﻮﻳﻞ‬
‫ﰲ ﺟﺎﻧﺐ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﻟﻌﻤﻮﻣﻴﺔ ﺑﺘﻤﻮﻳﻞ ﻏﲑ ﻣﻠﻤﻮﺱ ﺃﻳﻀ ﹰﺎ ﺣﻴﺚ ﻣﻌﻈﻢ ﻫﺬﺍ‬
‫ﺍﻟﺘﻤﻮﻳﻞ ﻳﺘﻢ ﻣﻦ ﺧﻼﻝ ﺣﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‪.‬‬

‫‪103‬‬
 ‫‪‬‬

‫‪NÚçχ‹‡€a@äÓÀ@fiÏï˛a@Ô‹«@Úib”ä€a@MS‬‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﳌﻄﺮﻭﺡ ﻫﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻏﲑ ﺍﻟﻨﻘﺪﻳﺔ ﺗﻀﻤﻦ‬
‫ﺍﻟﻨﺠﺎﺡ ﺍﳌﺎﱄ ﻭﲢﻘﻖ ﻗﻴﻤﺔ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻤﺴﺎﳘﲔ‪ ،‬ﻭﺗﺄﰐ ﺍﻹﺟﺎﺑﺔ ﺑﻨﻌﻢ ﻭﻧﺮﻱ‬
‫ﺫﻟﻚ ﰲ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻌﻤﲇ ﰲ ﴍﻛﺔ ﺃﻭﺭﻭﺑﻴﺔ ﺗﻌﺪ ﻣﻦ ﺃﻓﻀﻞ ﺍﻟﴩﻛﺎﺕ ﰲ‬
‫ﺗﻘﺪﻳﻢ ﺍﺳﺘﺸﺎﺭﺍﺕ ﺍﻟﱪﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻭﻫﻲ ﴍﻛﺔ ‪ Wmdata‬ﺍﻟﺴﻮﻳﺪﻳﺔ‬
‫ﺣﻴﺚ ﺗﺴﺘﺨﺪﻡ ﺍﳌﺆﴍﺍﺕ ﻏﲑ ﺍﳌﺎﻟﻴﺔ ﻟﻺﴍﺍﻑ ﻋﲇ ﺍﺳﱰﺍﺗﻴﺠﻴﺘﻬﺎ ﺍﻟﻘﺎﺋﻤﺔ‬
‫ﻋﲇ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﻭﺗﻌﺪ ﺍﻟﴩﻛﺔ ﺍﻟﻴﻮﻡ ﻣﻦ ﺃﻛﱪ ﺍﻟﴩﻛﺎﺕ ﺍﳌﻘﻴﺪﺓ ﰲ ﺍﻟﺴﻮﻳﺪ ﰲ ﳎﺎﻝ‬
‫ﺍﻻﺳﺘﺸﺎﺭﺍﺕ ﺍﻟﱪﺍﳎﻴﺔ ﻭﺑﻌﺪ ﻋﻘﺪ ﹰﺍ ﻣﻦ ﺍﻟﺰﻣﻦ ﺣﻘﻘﺖ ﻧﻤﻮ ﹰﺍ ﻣﻄﺮﺩ ﹰﺍ ﻳﻌﻮﺩ‬
‫ﺇﱄ ﻧﺠﺎﺣﻬﺎ ﰲ ﺍﺗﺒﺎﻉ ﺳﻴﺎﺳﺔ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﻭﺫﻟﻚ ﺑﺎﻟﱰﻛﻴﺰ ﻋﲇ ﺑﻨﺎﺀ ﺍﳌﻌﺎﺭﻑ‬
‫ﰲ ﺍﻟﴩﻛﺔ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﻌﻤﻼﺀ ﻭﺗﻄﻮﻳﺮ ﻣﻌﺎﺭﻑ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫ﻭﺗﻌﺘﱪ ﺍﻟﴩﻛﺔ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﺎﻟﻴﺔ ﻏﲑ ﳎﺪﻳﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺮﻗﺎﺑﺔ ﺍﻹﺩﺍﺭﻳﺔ‬
‫ﻭﻗﺪ ﺻﻤﻤﺖ ﻟﻨﻔﺴﻬﺎ ﻧﻈﺎﻣ ﹰﺎ ﻣﻦ ﺍﳌﺆﴍﺍﺕ ﻏﲑ ﺍﳌﺎﻟﻴﺔ ﺗﺴﺘﺨﺪﻣﻬﺎ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻌﻠﻴﺎ ﳌﺘﺎﺑﻌﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺑﺼﻮﺭﺓ ﺃﺳﺒﻮﻋﻴﺔ ﻭﺷﻬﺮﻳﺔ ﺃﻭ ﺳﻨﻮﻳﺔ‪.‬‬
‫ﻭﺗﺴﺘﺨﺪﻡ ﺍﻟﴩﻛﺔ ﺍﳌﺆﴍﺍﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻣﺜﻞ ﺍﻟﻌﺎﺋﺪ ﻋﲇ ﺣﻘﻮﻕ‬
‫ﺍﳌﻠﻜﻴﺔ ﻭﺍﻟﻌﺎﺋﺪ ﻋﲇ ﺍﻻﺳﺘﺜﲈﺭ ﻓﻘﻂ ﻋﲇ ﻣﺴﺘﻮﻱ ﺍﳌﺠﻤﻮﻋﺔ ﻛﻜﻞ‪.‬‬
‫ﻭﻗﺪ ﺃﻓﺼﺤﺖ ﺍﻟﴩﻛﺔ ﰲ ﺗﻘﺎﺭﻳﺮﻫﺎ ﺍﳌﺎﻟﻴﺔ ﻋﺎﻡ ‪ ١٩٩٧‬ﻋﻦ ﻣﺎ ﻳﲇ‪:‬‬
‫”ﺇﻥ ﺍﻟﺮﻗﺎﺑﺔ ﺍﳌﺎﻟﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺑﻜﺎﻓﺔ ﺃﻧﻮﺍﻋﻬﺎ ﳏﺪﻭﺩﺓ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻋﻨﺪ‬

‫‪104‬‬
‫‪‬‬

‫ﺇﺩﺍﺭﺓ ﻭﻓﻬﻢ ﻭﺗﻘﻴﻴﻢ ﺍﻟﴩﻛﺔ ﺍﳌﻌﺮﻓﻴﺔ)ﺗﻌﺘﻤﺪ ﺃﺳﺎﺳ ﹰﺎ ﻋﲇ ﺍﳌﻌﺎﺭﻑ( ﻭﻫﺬﺍ ﻳﺘﻄﻠﺐ‬

‫ﻼ ﻣﻌﻤﻘ ﹰﺎ ﳌﻔﺎﻫﻴﻢ ﻭﺃﻫﺪﺍﻑ ﺍﻟﴩﻛﺎﺕ ﺍﻟﺘﻲ ﺗﻘﻮﻡ ﻋﲇ ﺃﺳﺎﺱ ﺍﳌﻌﺎﺭﻑ“)‪.(١‬‬
‫ﲢﻠﻴ ﹰ‬

‫‪Ԝ仇€a@fib‡€a@êcâ@êbÓ‘i@òbÇ€a@âbÓ»‡€a‬‬
‫ﻟﻘﺪ ﻃﻮﺭﺕ ﺍﳌﺠﻤﻮﻋﺔ ﺍﻟﺴﻮﻳﺪﻳﺔ ﰲ ﻋﺎﻡ ‪ ١٩٨٧‬ﺛﻼﺛﺔ ﻓﺌﺎﺕ ﻟﻘﻴﺎﺱ‬
‫‪Corresponding theory‬‬ ‫ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱄ ﻧﻈﺮﻳﺔ‬
‫ﺍﻟﺘﻲ ﺃﺻﺒﺤﺖ ﺗﺴﺘﺨﺪﻡ ﻋﲇ ﻧﻄﺎﻕ ﻭﺍﺳﻊ‬ ‫‪Konrad theory‬‬ ‫ﻭﻧﻈﺮﻳﺔ‬
‫ﰲ ﺍﻟﺪﻭﻝ ﺍﻻﺳﻜﻨﺪﻧﺎﻓﻴﺔ ﺣﻴﺚ ﺃﻛﺜﺮ ﻣﻦ ﺃﺭﺑﻌﲔ ﴍﻛﺔ ﺳﻮﻳﺪﻳﺔ ﺗﻘﻴﺲ‬
‫ﻭﺗﻔﺼﺢ ﻋﻦ ﺃﺻﻮﳍﺎ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻃﺒﻘ ﹰﺎ ﻟﻠﻤﺒﺎﺩﺉ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﻭﺫﻟﻚ ﰲ ﺗﻘﺎﺭﻳﺮﻫﺎ ﺍﳌﻠﺤﻘﺔ ﺑﺎﻟﻘﻮﺍﺋﻢ ﺍﳌﺎﻟﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﺗﻢ ﺗﻄﻮﻳﺮ ﺍﻟﻨﻈﺮﻳﺔ ﻷﻏﺮﺍﺽ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺻﺒﺤﺖ‬
‫ﺗﺴﻤﻲ )ﻣﺆﴍ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ(‪ ،‬ﻭﻋﲇ ﺍﻟﺼﻌﻴﺪ ﺍﻟﺪﻭﱄ ﺇﻥ‬
‫ﺍﻷﺳﻠﻮﺏ ﺍﳌﺴﺘﺨﺪﻡ ﻫﻮ ﺑﻄﺎﻗﺎﺕ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﻮﺍﺯﻧﺔ ﺍﳌﻌﺮﻭﻑ ﻭﺍﻟﺬﻱ ﺗﻢ‬
‫ﺗﻄﻮﻳﺮﻩ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻟﺘﺸﺎﺑﻪ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻮﻳﺪﻳﺔ ﻭﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‬
‫ﺣﻴﺚ ﺗﻔﱰﺽ ﻛﻼ ﺍﻟﻨﻈﺮﻳﺘﲔ ﺃﻥ ﺍﳌﻘﺎﻳﻴﺲ ﻏﲑ ﺍﳌﺎﻟﻴﺔ ﳚﺐ ﺃﻥ ﺗﻠﺤﻖ‬
‫ﺑﺎﳌﺆﴍﺍﺕ ﺍﳌﺎﻟﻴﺔ ﻭﻛﻼ ﺍﻟﻨﻈﺮﻳﺘﲔ ﺗﻘﺴﻢ ﻣﻔﺎﻫﻴﻢ ﺍﳌﺠﺎﻻﺕ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‬
‫ﻭﻏﲑ ﺍﳌﺎﻟﻴﺔ ﺇﱄ ﺛﻼﺛﺔ ﻓﺌﺎﺕ ﻭﻛﻠﺘﺎﳘﺎ ﺗﺮﻛﺰ ﻋﲇ ﺃﻥ ﺍﳌﺆﴍﺍﺕ ﻭﺍﻟﻨﺴﺐ ﻏﲑ‬
‫ﺍﳌﺎﻟﻴﺔ ﳚﺐ ﺃﻥ ﺗﺘﺤﻮﻝ ﻣﻦ ﺍﳌﺴﺘﻮﻱ ﺍﻟﺘﺸﻐﻴﲇ ﺇﱄ ﺍﳌﺴﺘﻮﻱ ﺍﻻﺳﱰﺍﺗﻴﺠﻲ‬
‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٢٠-١٨‬‬

‫‪105‬‬
 ‫‪‬‬

‫ﺩﺍﺧﻞ ﺍﻟﴩﻛﺔ ﻭﺗﺘﻔﻘﺎﻥ ﺃﻳﻀ ﹰﺎ ﻋﲇ ﺃﻥ ﺃﺳﻠﻮﺏ ﺍﻟﻘﻴﺎﺱ ﻻ ﻳﻌﺘﱪ ﺃﺩﺍﺓ ﺭﻗﺎﺑﺔ‬

‫ﺟﺪﻳﺪﺓ ﻭﺇﻧﲈ ﳚﺐ ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﻟﺘﺤﺴﲔ ﺍﻟﺘﻌﻠﻢ ﻭﺍﳊﻮﺍﺭ‪.‬‬
‫ﻭﻣﻊ ﺫﻟﻚ ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳍﺎﻣﺔ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺘﲔ‪:‬‬
‫‪ -١‬ﺇﻥ ﻣﺆﴍ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻳﺮﺗﻜﺰ ﻋﲇ ﻓﻜﺮﺓ ﺍﻋﺘﺒﺎﺭ ﺍﻷﻓﺮﺍﺩ‬
‫ﺍﳉﻬﺔ ﺍﻟﻮﺣﻴﺪﺓ ﺍﻟﺘﻲ ﺗﻮﻟﺪ ﺍﻹﻳﺮﺍﺩﺍﺕ ﺩﺍﺧﻞ ﺍﻟﴩﻛﺔ‪ .‬ﺣﻴﺚ ﺃﻥ ﺍﻷﺭﺑﺎﺡ‬
‫ﺍﳌﺘﻮﻟﺪﺓ ﻋﻦ ﺗﴫﻓﺎﺕ ﺍﻷﻓﺮﺍﺩ ﲤﺜﻞ ﺇﺷﺎﺭﺍﺕ ﺃﻭ ﺩﻻﺋﻞ ﻣﻌﺮﻓﻴﺔ ﻣﻠﻤﻮﺳﺔ‬
‫ﻭﻏﲑ ﻣﻠﻤﻮﺳﺔ ﻭﺗﻮﺟﻪ ﻫﺬﻩ ﺍﻟﱰﺍﻛﻴﺐ ﺃﻭ ﺍﳍﻴﺎﻛﻞ ﺇﱄ ﺍﳋﺎﺭﺝ )ﻫﻴﺎﻛﻞ‬
‫ﺧﺎﺭﺟﻴﺔ( ﺃﻭ ﺇﱄ ﺍﻟﺪﺍﺧﻞ )ﻫﻴﺎﻛﻞ ﺩﺍﺧﻠﻴﺔ( ﻭﺃﻥ ﻫﺬﻩ ﺍﳍﻴﺎﻛﻞ ﲤﺜﻞ ﺃﺻﻮﻝ‬
‫ﻷﳖﺎ ﺗﺆﺛﺮ ﰲ ﺗﺪﻓﻖ ﺍﻹﻳﺮﺍﺩﺍﺕ ﰲ ﺣﲔ ﻧﺮﻱ ﺃﻥ ﻧﻈﺎﻡ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﻮﺍﺯﻧﺔ ‪BSC‬‬

‫ﻻ ﻳﻔﱰﺽ ﺫﻟﻚ)‪.(١‬‬
‫‪ -٢‬ﻳﻔﺮﺽ ﻣﺆﴍ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻭﺟﻮﺩ ﳎﻤﻮﻋﺔ ﻣﺆﻟﻔﺔ ﻣﻦ‬
‫ﺛﻼﺛﺔ ﺃﺻﻮﻝ ﻏﲑ ﻣﻠﻤﻮﺳﺔ ﻭﻻ ﺑﺪ ﻣﻦ ﳏﺎﻭﻟﺔ ﺇﳚﺎﺩ ﻣﺼﻔﻮﻓﺎﺕ ﺗﺸﲑ ﺇﱄ‬
‫ﻧﻤﻮ ﻭﲡﺪﻳﺪ ﻭﺍﺳﺘﻘﺮﺍﺭ ﻭﻛﻔﺎﺀﺓ ﻫﺬﻩ ﺍﻷﺻﻮﻝ‪ .‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﺼﻤﻴﻢ‬
‫ﻣﺆﴍﺍﺕ ﺗﺮﺗﺒﻂ ﺑﻨﻤﻮ ﺍﻷﺻﻞ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﻭﻣﻌﺪﻝ ﲡﺪﻳﺪﻩ ﻭﻛﻔﺎﺀﺓ‬
‫ﺍﻻﻧﺘﻔﺎﻉ ﻣﻦ ﻫﺬﺍ ﺍﻷﺻﻞ ﻭﳐﺎﻃﺮ ﺧﺴﺎﺭﺗﻪ‪ ،‬ﰲ ﺣﲔ ﻧﻈﺎﻡ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﻮﺍﺯﻧﺔ‬
‫ﳛﻘﻖ ﻫﺪﻓﻪ ﺑﻤﻮﺍﺯﻧﺔ ﺍﳌﻨﻈﻮﺭ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻣﻦ ﺧﻼﻝ ﺍﳌﻨﺎﻇﺮ ﺍﻟﺜﻼﺛﺔ ﺍﻷﺧﺮﻱ‪.‬‬
‫‪ -٣‬ﺇﻥ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﻮﺍﺯﻧﺔ ﻻ ﻳﻨﺎﻗﺶ ﺃﺳﺎﺱ ﻋﻤﻠﻴﺔ ﺗﻜﻮﻳﻦ ﺍﻟﴩﻛﺔ‪،‬‬

‫‪(1) Kaplan and Norton, The balanced score card, HBS, Press Boston,‬‬
‫‪1996, p6.‬‬

‫‪106‬‬
‫‪‬‬

‫ﰲ ﺣﲔ ﻳﺮﺗﻜﺰ ﻣﺆﴍ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻋﲇ ﻓﻜﺮﺓ ﺍﳌﻨﻈﻮﺭ ﺍﳌﻌﺮﰲ‬

‫ﺇﱄ ﻓﻜﺮﺓ ﺍﻟﴩﻛﺔ ﺿﻤﻦ ﺍﺳﱰﺍﺗﻴﺠﻴﺘﻬﺎ‪،‬‬ ‫‪Kaplan‬‬ ‫ﻟﻠﴩﻛﺔ‪ .‬ﺣﻴﺚ ﻳﻨﻈﺮ‬
‫ﻓﻬﻮ ﻳﺮﻳﺪ ﻣﻦ ﺍﻹﺩﺍﺭﺓ ﺃﻥ ﺗﺒﺤﺚ ﻋﻦ ﺭﺅﻳﺔ ﻣﺘﻮﺍﺯﻧﺔ ﻭﺑﺮﻫﻨﺔ ﺃﻥ ﻧﻈﺎﻡ‬
‫ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﻮﺍﺯﻧﺔ ﻳﻜﻤﻞ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﺎﻟﻴﺔ ﻟﻸﺩﺍﺀ ﺍﻟﺴﺎﺑﻖ ﻣﻊ ﻣﻘﺎﻳﻴﺲ ﺍﻷﺩﺍﺀ‬
‫ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﺇﻥ ﺃﻫﺪﺍﻑ ﻭﻣﻘﺎﻳﻴﺲ ﻧﻈﺎﻡ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﻮﺍﺯﻧﺔ ﻳﺴﺘﻤﺪ ﻣﻦ ﺭﺅﻳﺔ‬
‫ﻭﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﻟﴩﻛﺔ‪.‬‬
‫ﻭﻛﻼ ﺍﻟﻨﻈﺮﻳﺘﺎﻥ ﺗﺘﻔﻘﺎﻥ ﻋﲇ ﺃﻥ ﺍﻟﻨﻘﻮﺩ ﺗﻌﺘﱪ ﺃﺣﺪ ﺍﳌﻌﺎﺩﻻﺕ ﺍﳌﻤﻜﻨﺔ‬
‫ﻟﻘﻴﺎﺱ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺒﴩﻱ ﻭﻟﻜﻦ ﲣﺘﻠﻒ ﺍﻟﻨﺎﺣﻴﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﲤﺎﻣ ﹰﺎ‪.‬‬
‫ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﳚﺐ ﺃﻥ ﻻ ﻳﻨﻈﺮ ﻟﻸﻓﺮﺍﺩ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺘﻜﺎﻟﻴﻔﻴﺔ ﺑﻞ‬
‫ﳚﺐ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﻢ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻹﻳﺮﺍﺩﻳﺔ ﻛﻤﻮﻟﺪﻳﻦ ﻟﻺﻳﺮﺍﺩﺍﺕ ﻭﺃﻥ ﺍﳌﻌﺮﻓﺔ‬
‫ﺃﻭ ﻣﻬﺎﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ ﲤﺜﻞ ﻣﺼﺎﺩﺭ ﺧﻠﻖ ﺍﻟﺜﺮﻭﺓ‪.‬‬
‫ﻭﺇﺫﺍ ﺗﻢ ﻗﺒﻮﻝ ﻓﻜﺮﺓ ﺍﻋﺘﺒﺎﺭ ﺍﻷﻓﺮﺍﺩ ﻣﻮﻟﺪﻳﻦ ﻟﻠﻘﻴﻤﺔ ﻓﺈﻧﻨﺎ ﻧﻘﱰﺏ ﻛﺜﲑ ﹰﺍ‬
‫ﻣﻦ ﻣﺼﺪﺭ ﻣﻌﺮﻓﺘﻬﻢ ﺇﺫﺍ ﺭﻏﺒﻨﺎ ﺑﻘﻴﺎﺳﻬﺎ ﺑﺼﻮﺭﺓ ﺃﻛﺜﺮ ﺩﻗﺔ‪.‬‬
‫ﻟﺬﻟﻚ ﻭﻋﲇ ﺍﻟﺮﻏﻢ ﻣﻦ ﺑﻌﺾ ﺍﻟﺘﺸﺎﺑﻪ ﺑﲔ ﻧﻈﺎﻡ ﻣﺆﴍ ﺍﻷﺻﻮﻝ ﻏﲑ‬
‫ﺍﳌﻠﻤﻮﺳﺔ ﻭﻧﻈﺎﻡ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﻮﺍﺯﻧﺔ ﻓﺈﻥ ﻣﻔﺎﻫﻴﻢ ﻭﺃﺻﻮﻝ ﺍﻟﻨﻈﺎﻣﲔ ﳐﺘﻠﻔﺎﻥ‬
‫ﲤﺎﻣ ﹰﺎ‪ .‬ﻭﻃﺒﻘ ﹰﺎ ﻟﺬﻟﻚ ﺇﻥ ﻣﺴﺘﺨﺪﻣﻲ ﻧﻈﺎﻡ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﻮﺍﺯﻧﺔ ﳛﺘﻤﻞ ﺃﻥ ﻳﻄﻮﺭﻭ‬
‫ﻣﺆﴍﺍﺕ ﻏﲑ ﻣﺎﻟﻴﺔ ﲣﺘﻠﻒ ﻋﻦ ﺗﻠﻚ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺿﻤﻦ ﻣﺆﴍ ﺍﻷﺻﻮﻝ‬
‫ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‪.‬‬

‫‪107‬‬
 ‫‪‬‬

‫‪HQI‬‬
‫‪Ԝ仇€a@fib‡€a@êcâ@êbÓ”@Ôœ@Skandia@Úiävm‬‬
‫ﻟﻘﺪ ﻭﺟﺪ ﺍﳌﺪﺭﺍﺀ ﰲ ﴍﻛﺔ‪ Skandia‬ﰲ ﻓﱰﺓ ﺍﻟﺜﲈﻧﻴﻨﺎﺕ ﺃﻥ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﳌﺤﺎﺳﺒﻴﺔ ﻻ ﺗﻌﻜﺲ ﺑﺪﻗﺔ ﺍﻟﻘﻴﻤﺔ ﺩﺍﺧﻞ ﺍﻟﴩﻛﺔ‪،‬‬
‫ﻭﺑﲈ ﺃﻥ ﴍﻛﺔ ‪ Skandia‬ﺗﻘﺪﻡ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺘﻲ ﺗﻌﺘﻤﺪ ﺑﺼﻮﺭﺓ ﻛﺒﲑﺓ ﻋﲇ‬
‫ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺣﻴﺚ ﳐﺰﻭﳖﺎ ﻳﻤﺜﻞ ﺟﺰﺀ ﹰﺍ ﺑﺴﻴﻄ ﹰﺎ ﻣﻦ ﺃﺻﻮﳍﺎ‪ ،‬ﻭﻗﺪ ﺟﺎﻫﺪﺕ‬
‫ﻟﺘﺤﺪﻳﺪ ﻭﺳﺎﺋﻞ ﻟﺘﻘﻴﻴﻢ ﻭﻭﺻﻒ ﻣﺪﻱ ﺃﳘﻴﺔ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﰲ‬
‫ﺍﻟﴩﻛﺔ‪ .‬ﻭﺑﻌﺪ ﺗﻌﻴﲔ ‪ Edvisson‬ﻛﻤﺪﻳﺮ ﻟﻮﻇﻴﻔﺔ ﺇﺩﺍﺭﺓ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﰲ ﺍﻟﴩﻛﺔ ﻋﺎﻡ ‪ ١٩٩١‬ﺣﻴﺚ ﻛﺎﻥ ﺫﻟﻚ ﺟﺰﺀ ﻣﻦ ﺍﳉﻬﺪ ﺍﳌﺘﻮﺍﺻﻞ ﻟﺘﺤﺪﻳﺪ‬
‫ﻭﺗﻌﺮﻳﻒ ﻗﻴﻤﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻛﻤﻠﺤﻖ ﺑﺎﳌﻴﺰﺍﻧﻴﺔ ﺍﻟﻌﻤﻮﻣﻴﺔ‪ ،‬ﻭﻣﻦ ﺫﻟﻚ‬
‫ﺍﻟﺘﺎﺭﻳﺦ ﺃﺻﺒﺤﺖ ﺍﻟﴩﻛﺔ ﺗﻔﺼﺢ ﺑﺎﻹﻳﻀﺎﺣﺎﺕ ﺍﳌﻠﺤﻘﺔ ﺑﺎﻟﻘﻮﺍﺋﻢ ﺍﳌﺎﻟﻴﺔ‬
‫ﻋﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬

‫‪(1) chris meyer and Rudy Ruggles., The Knowledge advantage teverging‬‬
‫‪knowledge into marketplace success, Boston, 1999, pp.61143-.‬‬

‫‪108‬‬
‫‪‬‬

‫ﻭﺗﻌﺮﻑ ﺻﻴﻐﺔ ‪ Skandia‬ﻛﲈ ﻳﲇ‪:‬‬

‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻭﻗﻴﺔ‬

‫ﺤﻘﻭﻕ‬ ‫ﺭﺃﺱ ﺍﻟﻤﺎﻝ‬

‫ﺍﻟﻤﻠﻜﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬

‫ﺭﺃﺱ ﺍﻟﻤﺎﻝ‬ ‫ﺭﺃﺱ ﺍﻟﻤﺎﻝ‬

‫ﺍﻟﻬﻴﻜﻠﻲ‬ ‫ﺍﻟﺒﺸﺭﻱ‬

‫ﺭﺃﺱ ﻤﺎﻝ‬ ‫ﺭﺃﺱ ﺍﻟﻤﺎﻝ‬

‫ﺍﻟﻌﻤﻼﺀ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ‬

‫ﺭﺃﺱ ﻣﺎﻝ‬ ‫ﺭﺃﺱ ﺍﻟﻤﺎﻝ‬

‫ﺍﻻﺑﺘﻜﺎﺭ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬

‫ﺇﱄ ﺍﻟﻨﻈﺮﻳﺘﲔ ﺍﻟﺴﺎﺑﻘﺘﲔ ﻭﳘﺎ‬ ‫‪Edvisson‬‬ ‫ﻭﰲ ﻋﺎﻡ ‪ ١٩٩٥‬ﺍﻧﻀﻢ‬

‫ﻧﻈﺮﻳﺔ ﺍﳍﻴﻜﻞ ﺍﳌﻔﺎﻫﻴﻤﻲ ﻟـ ‪ Konrad‬ﻭﻧﻈﺮﻳﺔ ﺑﻄﺎﻗﺎﺕ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﻮﺍﺯﻧﺔ‪،‬‬
‫ﻭﻗﺪ ﻗﺎﻡ ﺑﺘﻄﺒﻴﻖ ﺍﻟﻨﻈﺮﻳﺘﲔ ﺍﻟﺴﺎﺑﻘﺘﲔ ﻭﻧﴩﳘﺎ ﰲ ﺗﻘﺮﻳﺮ ﺇﺿﺎﰲ ﺳﻨﻮﻱ‬

‫‪109‬‬
 ‫‪‬‬

‫ﻟﴩﻛﺔ ‪ Skandia‬ﻭﺍﺳﺘﺨﺪﻡ ﻷﻭﻝ ﻣﺮﺓ ﻛﻠﻤﺔ )ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ( ﺑﺪﻻﹰ‬

‫ﻣﻦ ﺍﳌﺼﻄﻠﺢ ﺍﳌﺤﺎﺳﺒﻲ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ)‪.(١‬‬
‫ﻭﻓﻴﲈ ﻳﲇ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺍﳍﻴﺎﻛﻞ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻟﻸﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‪:‬‬

‫‪Sveiby‬‬ ‫‪Kaplan and Norton‬‬ ‫‪Edvisson‬‬

‫ﺍﳍﻴﻜﻞ ﺍﻟﺪﺍﺧﲇ‬ ‫ﻣﻨﻈﻮﺭ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ‬ ‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺘﻨﻈﻴﻤﻲ‬
‫ﺍﳍﻴﻜﻞ ﺍﳋﺎﺭﺟﻲ‬ ‫ﻣﻨﻈﻮﺭ ﺍﻟﻌﻤﻼﺀ‬ ‫ﺭﺃﺱ ﻣﺎﻝ ﺍﻟﻌﻤﻼﺀ‬
‫ﻣﻌﺎﺭﻑ ﻭﻣﻬﺎﺭﺍﺕ‬ ‫ﻣﻨﻈﻮﺭ ﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‬
‫ﺍﻷﻓﺮﺍﺩ‬

‫ﻭﺗﻌﺘﱪ ﺍﳌﺼﻔﻮﻓﺎﺕ ﺃﺳﻠﻮﺑ ﹰﺎ ﺟﻴﺪ ﹰﺍ ﻟﻠﻘﻴﺎﺱ ﻷﳖﺎ ﺗﻌﻤﻞ ﻋﲇ ﲢﺪﻳﺪ‬

‫ﺍﻟﻌﻼﻗﺎﺕ ﺑﺼﻮﺭﺓ ﺭﻳﺎﺿﻴﺔ ﻭﻣﺒﺎﴍﺓ‪ ،‬ﻭﺗﺴﺎﻋﺪ ﺍﳌﺆﴍﺍﺕ ﺍﳌﺼﻤﻤﺔ‬
‫ﺑﺼﻮﺭﺓ ﺟﻴﺪﺓ ﻣﻦ ﺣﻴﺚ ﺍﻟﺼﻴﺎﻏﺔ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﻟﻔﻬﻢ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ‬
‫ﺍﻷﻓﺮﺍﺩ ﺍﳌﻮﻇﻔﲔ ﻭﺍﻷﺭﺑﺎﺡ ﺩﺍﺧﻞ ﺍﻟﴩﻛﺎﺕ‪.‬‬
‫ﻭﻃﺒﻘ ﹰﺎ ﻟﻠﺘﺠﺮﺑﺔ ﺍﻟﻌﻤﻠﻴﺔ ﰲ ﻛﻞ ﻣﻦ ﺍﺳﱰﺍﻟﻴﺎ ﻭﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬
‫ﺍﻷﻣﺮﻳﻜﻴﺔ ﻳﺘﻢ ﺍﻟﱰﻛﻴﺰ ﻋﲇ ﺟﺎﻧﺐ ﺍﻟﺮﻗﺎﺑﺔ‪ ،‬ﺣﻴﺚ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻲ ﺗﺼﻤﻢ‬
‫ﻧﻈﻢ ﺟﺪﻳﺪﺓ ﻟﻘﻴﺎﺱ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﺃﻭ ﺍﳌﻮﻇﻔﲔ ﻟﺪﳞﻢ ﲡﻬﻞ ﻗﺪﺭﺓ ﻫﺆﻻﺀ‬
‫ﺍﳌﻮﻇﻔﲔ ﻋﲇ ﺧﻠﻖ ﺍﻹﻳﺮﺍﺩﺍﺕ‪ .‬ﺣﻴﺚ ﺃﻥ ﺍﻟﴩﻛﺎﺕ ﻻ ﲢﺘﺎﺝ ﻟﻠﺮﻗﺎﺑﺔ‬
‫ﻭﺇﻧﲈ ﲢﺘﺎﺝ ﻟﺘﺤﺮﻳﺮ ﺍﳌﻮﻇﻔﲔ ﻣﻦ ﻧﻈﻢ ﺍﻟﺮﻗﺎﺑﺔ ﺍﳌﺎﻟﻴﺔ ﻏﲑ ﺍﳌﻼﺋﻤﺔ‪ .‬ﻭﳛﺘﺎﺝ‬
‫ﺍﳌﻮﻇﻔﻮﻥ ﺇﱄ ﻣﺘﺴﻊ ﺃﻛﱪ ﻟﻼﺑﺘﻜﺎﺭ ﻭﳛﺘﺎﺟﻮ ﻟﻠﻨﻈﻢ ﺍﻟﺘﻲ ﺗﺴﺎﻋﺪ ﻋﲇ‬
‫ﺍﳊﻮﺍﺭ ﺍﳌﻔﺘﻮﺡ ﻭﺑﺬﻟﻚ ﻳﺴﺎﳘﻮ ﰲ ﺍﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﴩﻛﺎﺕ‪.‬‬
‫‪(1) Sveiby and Lioyadt, Managing Know how, Bloomsburg, London, 1987, p89-.‬‬

‫‪110‬‬
‫‪‬‬

‫ﻭﺗﺘﺄﺛﺮ ﺍﻟﴩﻛﺎﺕ ﺫﺍﺕ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ ﺑﺎﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﺍﳉﺪﻳﺪ‬

‫ﻭﻣﻦ ﺛﻢ ﴍﻛﺎﺕ ﺍﳋﺪﻣﺎﺕ ﺍﳌﻬﻨﻴﺔ ﻷﻥ ﻫﺬﻩ ﺍﻟﴩﻛﺎﺕ ﺭﺍﺋﺪﺓ ﰲ ﺍﻗﺘﺼﺎﺩ‬
‫ﺍﳌﻌﺮﻓﺔ ﻓﻬﺬﻩ ﺍﻟﴩﻛﺎﺕ ﱂ ﺗﺸﻤﻠﻬﺎ ﻣﻬﻨﺔ ﺍﳌﺤﺎﺳﺒﺔ ﺍﳌﺎﻟﻴﺔ ﻭﺍﳌﺒﺪﺃ ﺍﻷﺳﺎﳼ‬
‫ﻟﻘﻴﺎﺱ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻫﻮ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﻭﻳﻌﺘﻤﺪ ﺗﺼﻤﻴﻢ ﻭﻗﻴﺎﺱ ﺍﳌﺆﴍﺍﺕ ﻋﲇ ﺍﻟﴩﻛﺔ ﻭﺍﺳﱰﺍﺗﻴﺠﻴﺘﻬﺎ ﻭﻋﲇ‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳍﺎﻣﺔ ﳋﻠﻖ ﺍﻟﻘﻴﻤﺔ‪ ،‬ﻟﺬﻟﻚ ﺇﻥ ﻗﻴﺎﺱ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﱂ‬
‫ﻳﺘﺒﻠﻮﺭ ﺑﻌﺪ ﺑﺼﻮﺭﺓ ﳖﺎﺋﻴﺔ ﻭﻫﻮ ﰲ ﻣﺮﺍﺣﻠﻪ ﺍﻷﻭﱄ‪ ،‬ﻭﻧﺤﺘﺎﺝ ﺇﱄ ﺍﳌﺆﻫﻼﺕ‬
‫ﺍﻟﻜﻔﻴﻠﺔ ﺑﺘﻄﻮﻳﺮ ﻧﻈﻢ ﺍﻟﻘﻴﺎﺱ ﰲ ﺍﻟﴩﻛﺎﺕ ﻭﺗﻔﻬﻢ ﺍﳌﺸﺎﻛﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻘﻴﺎﺱ‬
‫ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻭﺗﻔﺴﲑ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻹﻓﺼﺎﺡ ﻋﻨﻬﺎ‪.‬‬
‫ﻭﻧﺨﻠﺺ ﻣﻦ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﺍﻟﺴﺎﺑﻖ ﺇﱄ ﲢﺪﻳﺪ ﺑﻌﺾ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ‬
‫ﺍﻟﺘﻲ ﺗﻨﺎﺳﺐ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ)‪ (١‬ﻭﻫﻲ‪:‬‬
‫‪ -١‬ﺃﺳﻠﻮﺏ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﻮﺍﺯﻧﺔ‪ :‬ﻭﻳﻌﺘﻤﺪ ﻋﲇ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﺎﻟﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱄ ﺛﻼﺛﺔ ﳏﺎﻭﺭ ﻭﻫﻲ ﺍﻟﻌﻤﻼﺀ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺩﺍﺧﻞ ﺍﳌﴩﻭﻋﺎﺕ‬
‫ﻭﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫‪ -٢‬ﺃﺳﺎﻟﻴﺐ ﺍﳌﻌﺮﻓﺔ‪ :‬ﻋﻦ ﻃﺮﻳﻖ ﻣﺸﺎﻫﺪﺓ ﻭﺗﺼﻨﻴﻒ ﺳﻠﻮﻙ ﺍﳌﻮﻇﻔﲔ‬
‫ﺍﻟﻨﺎﺟﺤﲔ ﻭﺣﺴﺎﺏ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﳌﺨﺮﺟﺎﺕ ﻫﺆﻻﺀ ﺍﳌﻮﻇﻔﲔ ﻭﻋﻨﺪﻫﺎ‬
‫ﻳﻤﻜﻦ ﲢﺪﻳﺪ ﻗﻴﻤﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺍﻟﺬﻱ ﻳﺘﻜﻮﻥ ﻭﻳﺴﺘﺨﺪﻡ ﻣﻦ ﻗﺒﻞ‬
‫ﻫﺆﻻﺀ ﺍﳌﻮﻇﻔﲔ‪.‬‬
‫)‪ (١‬ﻋﺼﺎﻡ ﻓﻬﺪ ﺍﻟﻌﺮﺑﻴﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٢٦-٢٤‬‬

‫‪111‬‬
 ‫‪‬‬

‫‪ -٣‬ﺃﺳﻠﻮﺏ ﺃﺩﺍﺀ ﺍﻟﻨﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ :‬ﻳﺴﻬﻞ ﺃﺣﻴﺎﻧ ﹰﺎ ﲢﺪﻳﺪ ﺍﻟﻨﺠﺎﺡ ﺃﻭ‬

‫ﺍﻟﺘﻘﺪﻡ ﰲ ﺑﻌﺾ ﻋﻨﺎﴏ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺑﺼﻮﺭﺓ ﻛﻤﻴﺔ‪.‬‬
‫‪ -٤‬ﺃﺳﻠﻮﺏ ﺩﺭﺟﺔ ﺍﺳﺘﺤﻘﺎﻕ ﺍﻷﻋﲈﻝ‪ :‬ﺣﻴﺚ ﻳﺮﻛﺰ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ‬
‫ﻋﲇ ﺛﻼﺛﺔ ﺃﺳﺌﻠﺔ‪:‬‬
‫‪ (١‬ﻣﺎﺫ ﺳﻴﺤﺪﺙ ﺇﺫﺍ ﻓﻘﺪﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻛﻠﻬﺎ‪.‬‬
‫‪ (٢‬ﻣﺎﺫﺍ ﺳﻴﺤﺪﺙ ﺇﺫﺍ ﺗﻢ ﻣﻀﺎﻋﻔﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ‪.‬‬
‫‪ (٣‬ﻛﻴﻒ ﺳﺘﺘﻐﲑ ﻗﻴﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻌﺪ ﺃﺳﺒﻮﻉ ﺃﻭ ﺷﻬﺮ ﺃﻭ ﺳﻨﺔ‪.‬‬
‫‪ -٥‬ﺍﻻﺳﺘﺪﻻﻝ‪ :‬ﻭﻳﺘﻄﻠﺐ ﲢﺪﻳﺪ ﺍﻟﴩﻛﺎﺕ ﺍﻟﺘﻲ ﺗﻌﺘﱪ ﺭﺍﺋﺪﺓ ﰲ‬
‫ﺗﻌﻈﻴﻢ ﺃﺻﻮﳍﺎ ﺍﳌﻌﺮﻓﻴﺔ ﻭﲢﺪﻳﺪ ﻛﻴﻔﻴﺔ ﺗﻮﺯﻳﻊ ﺍﻟﻨﻘﺎﻁ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﻳﲑ‬
‫ﻣﻨﺎﺳﺒﺔ‪ ،‬ﻭﻣﻦ ﺛﻢ ﻣﻘﺎﺭﻧﺔ ﺃﺩﺍﺀ ﺃﻳﺔ ﴍﻛﺔ ﻣﻊ ﺃﺩﺍﺀ ﺍﻟﴩﻛﺎﺕ ﺍﻟﺮﺍﺋﺪﺓ‪.‬‬
‫‪ -٦‬ﺃﺳﻠﻮﺏ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻨﺴﺒﻴﺔ‪ :‬ﻋﻦ ﻃﺮﻳﻖ ﺗﺮﻛﻴﺰ ﺍﳉﻬﻮﺩ ﻋﲇ ﺍﻟﻌﻨﺎﴏ‬
‫ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﻣﻦ ﺛﻢ ﻗﻴﺎﺳﻬﺎ‪.‬‬
‫‪ -٧‬ﺃﺳﻠﻮﺏ ﻣﺮﺍﺟﻌﺔ ﻋﻤﻠﻴﺎﺕ ﺍﳌﴩﻭﻉ‪ :‬ﻭﻫﻮ ﺃﺳﻠﻮﺏ ﻗﻴﺎﺱ ﻛﻴﻔﻴﺔ‬
‫ﺗﻌﺰﻳﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻠﻘﻴﻤﺔ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﳌﴩﻭﻋﺎﺕ ﻣﺜﻞ ﺍﳌﺤﺎﺳﺒﺔ ﻭﺍﻹﻧﺘﺎﺝ‬
‫ﻭﺍﻟﺘﺴﻮﻳﻖ ﻭﺍﻟﻄﻠﺐ‪.‬‬
‫‪ -٨‬ﺃﺳﻠﻮﺏ ﺑﻨﻚ ﺍﳌﻌﺮﻓﺔ‪ :‬ﻭﻳﺘﻤﺜﻞ ﰲ ﻣﻌﺎﳉﺔ ﺍﻹﻧﻔﺎﻕ ﺍﻟﺮﺃﺳﲈﻝ‬
‫ﻛﻤﴫﻭﻑ ﻭﻟﻴﺲ ﻛﺄﺻﻞ ﻭﻣﻌﺎﻣﻠﺔ ﺟﺰﺀ ﻣﻦ ﺍﻟﺮﻭﺍﺗﺐ ﻛﺄﺻﻞ ﻷﳖﺎ ﲢﻘﻖ‬
‫ﺗﺪﻓﻘﺎﺕ ﻧﻘﺪﻳﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ‪.‬‬

‫‪112‬‬
‫‪‬‬

‫‪ -٩‬ﺃﺳﻠﻮﺏ ﺗﻘﻴﻴﻢ ﺣﻘﻮﻕ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ‪ :‬ﻭﻫﻮ ﺍﻷﺳﻠﻮﺏ‬

‫ﺍﻟﺬﻱ ﻳﻘﻴﺲ ﺍﻟﺘﺄﺛﲑ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﱪﺍﺀﺓ ﺍﻻﺧﱰﺍﻉ‪ ،‬ﺃﻭ ﺃﻱ ﺃﺻﻞ ﺁﺧﺮ ﻏﲑ‬
‫ﻣﻠﻤﻮﺱ‪ ،‬ﻋﲇ ﺃﻣﻮﺭ ﻣﺜﻞ ﺍﻟﻘﻮﺓ ﺍﻟﺘﺴﻌﲑﻳﺔ ﻭﺍﻟﺘﻮﺯﻳﻊ ﻭﺍﻟﻘﺪﺭﺓ ﻋﲇ ﻃﺮﺡ‬
‫ﻣﻨﺘﺠﺎﺕ ﺟﺪﻳﺪﺓ‪.‬‬
‫‪ -١٠‬ﺍﻟﻘﻴﻤﺔ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﺍﳌﺤﺴﻮﺑﺔ‪ :‬ﻭﻫﻮ ﺃﺳﻠﻮﺏ ﻣﻘﺎﺭﻧﺔ ﺍﻟﻌﺎﺋﺪ‬
‫ﻋﲇ ﺍﻷﺻﻮﻝ ﺍﳋﺎﺹ ﺑﺎﻟﴩﻛﺔ ﻣﻊ ﺍﻟﻌﺎﺋﺪ ﻋﲇ ﺍﻷﺻﻮﻝ ﻟﻠﺼﻨﺎﻋﺔ ﻛﻜﻞ‪.‬‬
‫‪ -١١‬ﺍﻹﻗﺮﺍﺽ ﺍﳉﺰﺋﻲ ‪ :Microlending‬ﻭﻫﻮ ﻧﻮﻉ ﺟﺪﻳﺪ ﻣﻦ‬
‫ﺍﻻﻗﱰﺍﺽ ﺣﻴﺚ ﻳﺴﺘﺒﺪﻝ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻣﻜﺎﻥ ﺍﻷﺻﻮﻝ‬
‫ﺍﳌﻠﻤﻮﺳﺔ ﻭﻳﺴﺘﺨﺪﻡ ﺑﺼﻮﺭﺓ ﺃﺳﺎﺳﻴﺔ ﻟﺘﺤﺪﻳﺪ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﰲ‬
‫ﺍﳌﺠﺎﻻﺕ ﺍﻟﺘﻲ ﲢﺘﺎﺝ ﻟﻠﺘﻄﻮﻳﺮ‪.‬‬
‫‪ -١٢‬ﺃﺳﻠﻮﺏ ﺍﻹﻓﺼﺎﺡ ﺍﳌﻠﻮﻥ‪ :‬ﻭﳚﻤﻊ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺑﲔ ﺍﻟﻘﻮﺍﺋﻢ‬
‫ﺍﳌﺎﻟﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﻟﺘﻲ ﺗﻌﻄﻲ ﺻﻮﺭﺓ ﺑﻴﻀﺎﺀ ﻭﺳﻮﺍﺩﺀ ﻋﻦ ﻭﺍﻗﻊ ﺍﻟﴩﻛﺔ‪،‬‬
‫ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺿﺎﻓﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﺗﻀﻴﻒ ﺍﻷﻟﻮﺍﻥ‪ ،‬ﻣﺜﺎﻝ ﺑﺮﺍﺀﺓ ﺍﻻﺧﱰﺍﻉ‬
‫ﻭﻣﻘﺎﻳﻴﺲ ﺭﴈ ﺍﻟﻌﻤﻼﺀ ﻭﻗﻴﻤﺔ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﺍﳌﺪﺭﺑﺔ‪.‬‬
‫‪ -١٣‬ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﺍﻟﺴﻮﻗﻴﺔ ‪Economic‬‬

‫‪ :Value add‬ﻭﺗﺘﻌﻠﻖ ﺑﺎﻟﻌﺎﺋﺪ ﻋﲇ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺴﺘﺜﻤﺮ ﻭﺗﺴﺘﺨﺪﻡ ﻟﻘﻴﺎﺱ‬

‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬

‫‪113‬‬
 ‫‪‬‬

‫‪ZԜ仇€a@fib‡€a@êcâ@êbÓ”@Ôœ@ÚflÜÇn釀a@Újçbz‡€a@kÓ€bç˛a@ZbĆ r€bq‬‬
‫ﻳﺸﲑ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻌﻤﲇ ﺇﱄ ﺃﻥ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺤﺎﺳﺒﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻻ ﺗﺴﺘﻄﻴﻊ‬
‫ﻗﻴﺎﺱ ﺃﻭ ﺍﻹﻓﺼﺎﺡ ﻋﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﱂ ﻳﻈﻬﺮ ﻟﻐﺎﻳﺔ ﺍﻵﻥ ﺃﻳﺔ ﻣﻨﺎﻓﻊ‬
‫ﻧﺎﲡﺔ ﻋﻦ ﺍﻹﻓﺼﺎﺡ ﻋﻦ ﺑﻌﺾ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﻟﻠﺪﺭﺟﺔ ﺍﻟﺘﻲ ﺗﺼﺒﺢ ﻓﻴﻬﺎ ﺍﻟﴩﻛﺎﺕ ﺗﻔﺼﺢ ﻭﺑﺼﻮﺭﺓ ﻃﻮﺍﻋﻴﺔ ﻋﻦ ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﻭﺗﺘﻤﺜﻞ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺤﺎﺳﺒﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺑﺎﻵﰐ)‪:(١‬‬
‫‪ -١‬ﺃﺳﻠﻮﺏ ﻣﻌﺪﻝ ﺍﻟﻌﺎﺋﺪ ﻋﲇ ﺍﻷﺻﻮﻝ ‪:Return on Assets‬‬
‫ﺣﻴﺚ ﻳﺴﺘﺨﺪﻡ ﻣﻌﺪﻝ ﺍﻟﻌﺎﺋﺪ ﻋﲇ ﺍﻷﺻﻮﻝ ﻣﺘﻮﺳﻂ ﺍﻟﻌﻮﺍﺋﺪ ﻗﺒﻞ‬
‫ﺍﻟﴬﻳﺒﺔ ﺍﳋﺎﺹ ﺑﺎﻟﴩﻛﺔ ﻟﺜﻼﺛﺔ ﺃﻭ ﲬﺴﺔ ﺳﻨﻮﺍﺕ‪ ،‬ﻭﻳﺘﻢ ﺗﻘﺴﻴﻢ ﻫﺬﺍ‬
‫ﺍﳌﺘﻮﺳﻂ ﻋﲇ ﻣﺘﻮﺳﻂ ﺍﻷﺻﻮﻝ ﺍﳌﻠﻤﻮﺳﺔ ﻟﻨﻔﺲ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨﻴﺔ‪ ،‬ﻭﺍﻟﻨﺎﺗﺞ‬
‫ﻳﻘﺎﺭﻥ ﻣﻊ ﻣﺘﻮﺳﻂ ﺍﻟﺼﻨﺎﻋﺔ ﳊﺴﺎﺏ ﺍﻟﻔﺮﻕ‪.‬‬
‫ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺮﻕ )ﺻﻔﺮ( ﺃﻭ ﺳﺎﻟﺐ ﺗﻜﻮﻥ ﺍﻟﴩﻛﺔ ﻟﻴﺲ ﻟﺪﳞﺎ ﺭﺃﺱ‬
‫ﻣﺎﻝ ﻣﻌﺮﰲ ﻳﺰﻳﺪ ﻋﻦ ﻣﺘﻮﺳﻂ ﺍﻟﺼﻨﺎﻋﺔ‪ ،‬ﻭﺗﺒﻌ ﹰﺎ ﻟﺬﻟﻚ ﺗﻜﻮﻥ ﻗﻴﻤﺔ ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻣﺴﺎﻭﻳﺔ ﺍﻟﺼﻔﺮ‪.‬‬
‫ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﻌﺪﻝ ﺍﻟﻌﺎﺋﺪ ﻋﲇ ﺍﻷﺻﻮﻝ ﻭﺑﲔ ﻣﺘﻮﺳﻂ‬
‫ﺍﻟﺼﻨﺎﻋﺔ ﻣﻮﺟﺐ ﻋﻨﺪﻫﺎ ﺗﻜﻮﻥ ﺍﻟﴩﻛﺔ ﻟﺪﳞﺎ ﺭﺃﺱ ﻣﺎﻝ ﻣﻌﺮﰲ ﻣﻮﺟﺐ‬
‫‪(1) Mohammad Abdol Mohammadi, Accounng Methods for measuring‬‬
‫‪intellectual capital, pentley college, 2003, pp110-.‬‬

‫‪114‬‬
‫‪‬‬

‫ﻭﻳﺰﻳﺪ ﻋﻦ ﻣﺘﻮﺳﻂ ﺍﻟﺼﻨﺎﻋﺔ‪.‬‬

‫ﻭﻳﺘﻢ ﺑﻌﺪ ﺫﻟﻚ ﻣﻀﺎﻋﻔﺔ ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﻣﻌﺪﻝ ﺍﻟﻌﺎﺋﺪ ﻋﲇ ﺍﻷﺻﻮﻝ‪ ،‬ﻋﻦ‬
‫ﻣﺘﻮﺳﻂ ﺍﻟﺼﻨﺎﻋﺔ‪ ،‬ﺑﻤﺘﻮﺳﻂ ﻗﻴﻤﺔ ﺍﻷﺻﻮﻝ ﺍﳌﻠﻤﻮﺳﺔ ﳊﺴﺎﺏ ﻣﺘﻮﺳﻂ‬
‫ﺍﻟﻌﺎﺋﺪ ﺍﻟﺴﻨﻮﻱ ﺍﻟﺰﺍﺋﺪ‪ .‬ﻭﻣﻦ ﺛﻢ ﺗﻘﺴﻴﻢ ﻣﺘﻮﺳﻂ ﺍﻟﻌﺎﺋﺪ ﺍﻟﺴﻨﻮﻱ ﺍﻟﺰﺍﺋﺪ‬
‫ﻋﲇ ﻣﺘﻮﺳﻂ ﺗﻜﻠﻔﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﰲ ﺍﻟﴩﻛﺔ ﻭﺃﺧﲑ ﹰﺍ ﻧﺸﺘﻖ ﻗﻴﻤﺔ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﻌﺮﰲ ﻟﻠﴩﻛﺔ‪.‬‬
‫‪:Market Capitliza‬‬ ‫‪ -٢‬ﺃﺳﻠﻮﺏ ﺍﻟﺮﺳﻤﻠﺔ ﺍﻟﺴﻮﻗﻴﺔ ‪on method‬‬

‫ﻳﺮﺗﻜﺰ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻋﲇ ﻋﻼﻭﺓ ﺃﺳﻮﺍﻕ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺘﻲ ﲢﺴﺐ‬

‫ﺑﺎﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﻟﻸﺳﻬﻢ ﻭﺑﲔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻓﱰﻳﺔ ﻭﲤﺜﻞ ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﺣﻴﺚ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﻟﻸﺳﻬﻢ )‪ (١٠٠‬ﻣﻠﻴﻮﻥ‬
‫ﺩﻭﻻﺭ ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻓﱰﻳﺔ)‪ (١٠‬ﻣﻠﻴﻮﻥ ﺩﻭﻻﺭ ﻓﺈﻥ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﳚﺐ‬
‫ﺃﻥ ﻳﻜﻮﻥ )‪ (٩٠‬ﻣﻠﻴﻮﻥ ﺩﻭﻻﺭ‪.‬‬
‫ﻭﻟﺰﻳﺎﺩﺓ ﺍﻟﺪﻗﺔ ﻋﻨﺪ ﺣﺴﺎﺏ ﺍﻟﺮﺳﻤﻠﺔ ﺍﻟﺴﻮﻗﻴﺔ )ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ‬
‫ﻟﻸﺳﻬﻢ(‪ ،‬ﳚﺐ ﺃﻥ ﻳﺘﻢ ﺗﻌﺪﻳﻞ ﺍﻟﻘﻮﺍﺋﻢ ﺍﳌﺎﻟﻴﺔ ﻋﲇ ﺃﺳﺎﺱ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ‬
‫ﻹﻇﻬﺎﺭ ﺗﺄﺛﲑﺍﺕ ﺍﻟﺘﻀﺨﻢ ﺃﻭ ﺗﻜﺎﻟﻴﻒ ﺍﻻﺳﺘﺒﺪﺍﻝ‪ .‬ﻷﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﺎﻟﻴﻒ‬
‫ﺍﻟﺘﺎﺭﳜﻴﺔ ﻗﺪ ﻳﺸﻮﻩ ﻋﻤﻠﻴﺔ ﺍﳊﺴﺎﺏ ﻭﺑﺼﻮﺭﺓ ﺧﺎﺻﺔ ﰲ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺘﻲ‬
‫ﺗﺘﻤﻴﺰ ﺑﻮﺟﻮﺩ ﺍﻷﺻﻮﻝ ﺍﻟﺮﺃﺳﲈﻟﻴﺔ ﺍﻟﻘﺪﻳﻤﺔ ﻛﺼﻨﺎﻋﺔ ﺍﻟﻔﻮﻻﺫ‪.‬‬

‫‪115‬‬
 ‫‪‬‬

‫‪ -٣‬ﺍﻷﺳﻠﻮﺏ ﺍﳌﺒﺎﴍ ﻟﻘﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ‪Direct intellectual‬‬

‫‪:capital method‬‬
‫ﻳﻌﺘﻤﺪ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻋﲇ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻣﻦ ﺧﻼﻝ ﺃﻭﻻﹰ‪:‬‬
‫ﲢﺪﻳﺪ ﺍﻟﻌﻨﺎﴏ ﺍﳌﺘﻌﺪﺩﺓ‪ ،‬ﻭﻋﻨﺪ ﲢﺪﻳﺪ ﻫﺬﻩ ﺍﻟﻌﻨﺎﴏ ﺑﺪﻗﺔ ﻳﻤﻜﻦ ﺗﻘﻴﻴﻤﻬﺎ‬
‫ﺑﺼﻮﺭﺓ ﻣﺒﺎﴍﺓ‪.‬‬
‫ﻭﻳﺮﻛﺰ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻋﲇ ﺍﻷﺻﻮﻝ ﺍﻟﺴﻮﻗﻴﺔ ﻣﺜﻞ ﺍﻷﺻﻮﻝ ﻏﲑ‬
‫ﺍﳌﻠﻤﻮﺳﺔ ﻭﺭﴈ ﺍﻟﻌﻤﻼﺀ ﻭﺍﻷﺻﻮﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻣﺜﻞ ﺍﳌﻌﺎﺭﻑ‬
‫ﻭﺍﻷﺻﻮﻝ ﺍﻟﺒﴩﻳﺔ ﻣﺜﻞ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻷﺻﻮﻝ ﺍﳍﻴﻜﻠﻴﺔ ﻣﺜﻞ ﻧﻈﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﺘﻢ ﻗﻴﺎﺱ ﻫﺬﻩ ﺍﻷﺻﻮﻝ ﻳﻤﻜﻦ ﺍﺷﺘﻘﺎﻕ ﺍﻟﻘﻴﻤﺔ‬
‫ﺍﻹﲨﺎﻟﻴﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﰲ ﺍﻟﴩﻛﺎﺕ‪.‬‬
‫‪Úçχ‹fl@fiÏïc@Ô€g@Úçχ‹‡€a@äÓÀ@fiÏï˛a@›ÌÏzm@ZbĆ »iaâ‬‬
‫ﺇﻥ ﺍﻟﻐﺮﺽ ﻣﻦ ﻣﺆﴍ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻟﻴﺲ ﺇﻋﻄﺎﺀ ﺻﻮﺭﺓ‬
‫ﻛﺎﻣﻠﺔ ﻟﻸﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻷﻥ ﺫﻟﻚ ﻏﲑ ﳑﻜﻦ ﻭﻳﻔﴪ ﺫﻟﻚ ﻓﺸﻞ‬
‫ﲨﻴﻊ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺸﺎﻣﻠﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪.‬‬
‫ﻭﺍﳍﺪﻑ ﻣﻦ ﺫﻟﻚ ﻓﺘﺢ ﺍﻟﺒﺎﺏ ﺃﻣﺎﻡ ﺍﳌﺪﺭﺍﺀ ﻹﺟﺮﺍﺀ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻤﻠﻴﺔ‪،‬‬
‫ﻭﻣﻌﻈﻢ ﺍﻷﺑﺤﺎﺙ ﺍﻟﺪﻭﻟﻴﺔ ﰲ ﻫﺬﺍ ﺍﳌﺠﺎﻝ ﺍﻓﱰﺿﺖ ﺃﻧﻪ ﺑﺎﻹﻣﻜﺎﻥ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﺗﺴﺘﻄﻴﻊ ﲢﻮﻳﻞ ﺍﻟﻘﻴﻢ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﺇﱄ ﻣﺒﺎﻟﻎ ﻧﻘﺪﻳﺔ‬
‫ﻭﺇﺩﺭﺍﺟﻬﺎ ﺿﻤﻦ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﳋﺘﺎﻣﻴﺔ ﻭﺍﻗﱰﺣﺖ ﺑﻌﺾ ﺍﻟﻮﺳﺎﺋﻞ ﻣﻌﺎﻣﻠﺔ‬

‫‪116‬‬
‫‪‬‬

‫ﺍﳌﻮﻇﻔﲔ ﻛﻌﻨﺎﴏ ﺿﻤﻦ ﺍﳌﻴﺰﺍﻧﻴﺔ ﻭﻗﻴﺎﺳﻬﻢ ﺑﻤﺒﺎﻟﻎ ﻧﻘﺪﻳﺔ ﻭﻗﺪﻣﺖ ﺑﻌﺾ‬

‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻣﻌﺎﻳﲑ ﳊﺴﺎﺏ ﺇﻧﺘﺎﺟﻴﺔ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻮﻇﻔﲔ ﺧﻼﻝ‬
‫ﺍﻟﻌﻤﺮ ﺍﻹﻧﺘﺎﺟﻲ‪.‬‬
‫ﻭﺗﺴﺘﺨﺪﻡ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﺘﻲ ﺗﺮﺑﻂ ﺑﲔ ﺍﻷﺭﺑﺎﺡ ﺃﻭ‬
‫ﺍﻟﺘﺪﻓﻘﺎﺕ ﺍﻟﻨﻘﺪﻳﺔ ﻟﻸﺻﻮﻝ ﺍﳌﻠﻤﻮﺳﺔ ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺴﺘﺜﻤﺮ ﺃﻭ ﺣﻘﻮﻕ‬
‫ﺍﳌﻠﻜﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﱰﻛﻴﺰ ﻋﲇ ﺍﻟﺘﺪﻓﻘﺎﺕ ﺍﳌﻠﻤﻮﺳﺔ ﺍﻟﺘﻲ ﲢﻘﻖ ﻗﻴﻤﺔ‬
‫ﺍﳌﺴﺎﻫﻢ ﻭﻟﺘﺬﻛﺮ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﺑﺎﻻﻫﺘﲈﻡ ﺑﻤﺼﺎﻟﺢ ﺍﳌﺴﺎﳘﲔ‪ ،‬ﻭﻟﻜﻦ‬
‫ﻳﻤﻜﻦ ﺧﻠﻖ ﻗﻴﻤﺔ ﺍﳌﺴﺎﻫﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﱰﻛﻴﺰ ﻋﲇ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‬
‫ﻭﻟﻴﺲ ﺍﻷﺻﻮﻝ ﺍﳌﻠﻤﻮﺳﺔ‪.‬‬

‫‪117‬‬
 ‫‪‬‬

‫‪s€br€a@szj‡€a‬‬
‫‪ÍäÌÏĐmÎ@Ԝ仇€a@fib‡€a@êcâ@ÒâaÖg‬‬

‫ﺇﻥ ﺇﺩﺍﺭﺓ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺃﺻﺒﺢ ﻣﻮﺿﻮﻋ ﹰﺎ ﺑﺎﺭﺯ ﹰﺍ ﻣﻦ ﻗﺒﻞ ﺍﳌﻬﺘﻤﲔ‬
‫ﰲ ﻓﻜﺮ ﺇﺩﺍﺭﺓ ﺍﻷﻋﲈﻝ‪ ،‬ﻭﺃﺻﺒﺤﺖ ﺃﺣﺪ ﺍﻟﺒﻨﻮﺩ ﺍﻟﺜﺎﺑﺘﺔ ﰲ ﺍﺟﺘﺬﺍﺏ ﺃﻋﲈﻝ‬
‫ﺍﳌﻨﻈﲈﺕ ﺍﳌﻌﺎﴏﺓ‪ ،‬ﺇﺫ ﺇﳖﺎ ﰲ ﻏﺎﻳﺔ ﺍﻷﳘﻴﺔ‪ ،‬ﻷﻥ ﻣﻌﻈﻢ ﺍﳌﻮﺟﻮﺩﺍﺕ‬
‫ﺍﻟﻔﻜﺮﻳﺔ ﻻ ﺗﻔﻀﻞ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺴﻴﻄﺮﺓ ﺑﻞ ﻛﺜﲑ ﹰﺍ ﻣﺎ ﺗﻘﺎﻭﻡ ﳏﺎﻭﻻﺕ‬
‫ﺍﻻﺣﺘﻮﺍﺀ ﻭﺍﻻﻧﺪﻣﺎﺝ )‪ .(١)(Grean‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻪ ﻻﺑﺪ ﻣﻦ ﺗﻮﺍﻓﺮ ﺇﺩﺍﺭﺓ‬
‫ﻗﻮﻳﺔ ﺗﻌﻤﻞ ﺑﺄﻗﴢ ﻣﺎ ﻳﻤﻜﻦ ﻋﻤﻠﻪ ﻣﻦ ﺃﺟﻞ ﺿﲈﻥ ﺍﺳﺘﺜﲈﺭ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﻌﺮﰲ ﻭﺍﳌﺤﺎﻓﻈﺔ ﻋﻠﻴﻪ‪ .‬ﻭﻟﻘﺪ ﻭﺿﺢ )‪ (Stewart‬ﲬﺲ ﻣﺒﺎﺩﺉ ﺃﺳﺎﺳﻴﺔ‬
‫ﻟﻺﺩﺍﺭﺓ ﺍﻟﻔﺎﻋﻠﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ)‪-:(٢‬‬
‫‪ (١‬ﺍﻹﻓﺎﺩﺓ ﻗﺪﺭ ﺍﻹﻣﻜﺎﻥ ﻣﻦ ﺃﻓﻜﺎﺭﻫﺎ ﻭﺃﻋﲈﳍﺎ ﻟﺼﺎﻟﺢ ﺍﳌﻨﻈﻤﺔ ﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻮﺩﻳﺔ ﻣﻊ ﻣﻮﻇﻔﻴﻬﺎ ﻭﺯﺑﺎﺋﻨﻬﺎ‪.‬‬
‫‪ (٢‬ﺗﻮﻓﲑ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺘﻲ ﳛﺘﺎﺟﻮﳖﺎ ﻭﻣﺴﺎﻋﺪﲥﻢ ﰲ ﺑﻨﺎﺀ ﺷﺒﻜﺔ ﺩﺍﺧﻠﻴﺔ ﺑﻴﻨﻬﻢ‪.‬‬
‫‪ (٣‬ﻋﺪﻡ ﺍﳌﺒﺎﻟﻐﺔ ﰲ ﺇﺩﺍﺭﺓ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‪ ،‬ﻷﻥ ﴎ ﻧﺠﺎﺣﻬﺎ ﻳﻜﻤﻦ‬
‫‪(1) Green, P., The Management of Intellectual Capital: The Issues&The‬‬
‫‪Prac!ce, Business& Industry:11998 ,15-, P14.‬‬
‫)‪ (٢‬ﺭﺍﺟﻊ ﰲ ﺫﻟﻚ‪ /.Stewart, T.A, op.cit, p163 :‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﻧﻐﻢ‬
‫ﺣﺴﲔ ﻧﻌﻤﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٣٤‬‬

‫‪118‬‬
‫‪‬‬

‫ﰲ ﺭﻭﺣﻬﺎ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ‪.‬‬
‫‪ (٤‬ﺗﻮﺟﻪ ﺑﻨﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﻜﺎﻥ ﺍﻟﺼﺤﻴﺢ‪.‬‬
‫‪ (٥‬ﻫﻴﻜﻠﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﰲ ﺍﲡﺎﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺰﻳﺎﺩﺓ ﻓﺎﻋﻠﻴﺘﻬﺎ ﻭﻛﻔﺎﺀﲥﺎ‪.‬‬
‫ﻳﻼﺣﻆ ﳑﺎ ﺳﺒﻖ ﺇﻥ ﻛﻞ ﻫﺬﻩ ﺍﻟﺘﻲ ﺫﻛﺮﺕ ﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﻌﺮﰲ ﻗﺪ ﺗﻜﻮﻥ ﻏﲑ ﺫﺍﺕ ﻣﻌﻨﻲ ﺇﻥ ﱂ ﺗﻠﺘﺰﻡ ﺍﻹﺩﺍﺭﺓ ﺑﺘﻄﻮﻳﺮ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﻌﺮﰲ ﻭﻗﻴﺎﺱ ﻋﻤﻠﻴﺎﺗﻪ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻹﻋﺎﺩﺓ ﺍﻟﺘﻔﻜﲑ ﺍﻟﺘﻨﻈﻴﻤﻲ‬
‫ﻭﻣﻌﺮﻓﺔ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﻟﻠﻤﻨﻈﻤﺔ ﻭﻣﺴﺘﻘﺒﻠﻬﺎ ﺍﳌﻬﻨﻲ)‪.(١‬‬
‫‪ZÍäÌÏĐmÎ@Ԝ仇€a@fib‡€a@êcâ@¡Óí‰m‬‬
‫ﻷﺟﻞ ﺗﻨﺸﻴﻂ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺗﻄﻮﻳﺮﻩ ﻟﺘﺤﻘﻴﻖ ﻧﺠﺎﺡ ﺍﳌﻨﻈﻤﺔ‪،‬‬
‫ﻓﻠﻠﻤﺘﺨﺼﺼﲔ ﺃﺭﺍﺀ ﻛﺜﲑﺓ ﰲ ﻫﺬﺍ ﺍﳉﺎﻧﺐ ﻓﺒﻌﻀﻬﻢ ﺭﺃﻱ ﺃﻥ ﺗﻨﺸﻴﻂ ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻳﺘﻢ ﻣﻦ ﺧﻼﻝ ﺃﺭﺑﻊ ﻣﺮﺍﺣﻞ ﻫﻲ‪:‬‬
‫‪ -١‬ﺭﺳﻢ ﺧﺎﺭﻃﺔ ﻟﻠﻤﻌﺎﺭﻑ ﺍﻟﻈﺎﻫﺮﺓ ﻭﺍﻟﻀﻤﻨﻴﺔ ﻟﺪﻱ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﰲ ﺗﻮﺻﻴﻠﻬﺎ ﺇﱄ ﻣﺼﺎﺩﺭ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -٢‬ﺗﻄﻮﻳﺮ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻌﺎﻣﻠﲔ‪.‬‬
‫‪ -٣‬ﲢﺪﻳﺪ ﺑﻮﺍﻋﺚ ﺍﳌﻌﺮﻓﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬
‫‪ -٤‬ﲣﺰﻳﻦ ﻭﺍﺳﱰﺟﺎﻉ ﻭﻧﴩ ﺍﳌﻌﺮﻓﺔ ﻋﲇ ﻣﺴﺘﻮﻱ ﺍﳌﻨﻈﻤﺔ ﻛﻜﻞ‪.‬‬
‫ﰲ ﺣﲔ ﺗﻨﺎﻭﻝ ﺍﻟﺒﻌﺾ ﺍﻷﺧﺮ ﺗﻨﺸﻴﻂ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻣﻦ ﺧﻼﻝ‬
‫)‪ (١‬ﻋﺒﺎﺱ ﺣﺴﲔ ﺟﻮﺍﺩ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٢٣‬‬

‫‪119‬‬
 ‫‪‬‬

‫ﺍﻟﻔﻘﺮﺍﺕ ﺍﻷﺗﻴﺔ‪:‬‬
‫‪ -١‬ﺍﺑﺘﻜﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﻨﺸﻄﲔ‪.‬‬
‫‪ -٢‬ﺍﺑﺘﻜﺎﺭ ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺍﻟﻨﺸﻴﻂ‪.‬‬
‫‪ -٣‬ﻓﺘﺢ ﻗﻨﻮﺍﺕ ﺍﻻﺗﺼﺎﻻﺕ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻛﺎﻓﺔ‪.‬‬
‫‪ -٤‬ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺕ ﻭﻣﻌﺎﺭﻑ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ﰲ ﺣﲔ ﺃﻥ ﺁﺧﺮﻳﻦ ﻗﺪ ﺣﺪﺩﻭﺍ ﺃﺳﺎﻟﻴﺐ ﻣﺘﻌﺪﺩﺓ ﺗﺼﺐ ﲨﻴﻌﻬﺎ ﻟﺼﺎﻟﺢ‬
‫ﺯﻳﺎﺩﺓ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻔﺎﻋﻠﻴﺔ ﻭﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻷﺳﺎﻟﻴﺐ‪:‬‬
‫· ﺍﺳﺘﻘﻄﺎﺏ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ –ﻛﲈ ﲤﺖ ﺍﻹﺷﺎﺭﺓ ﺳﺎﺑﻘ ﹰﺎ‪ -‬ﺇﺫﺍ‬
‫ﻻ ﻳﻤﻜﻦ ﺍﻟﻘﻴﺎﻡ ﺑﺘﻨﻤﻴﺔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺇﻻ ﻣﻦ ﺧﻼﻝ ﺍﻻﻫﺘﲈﻡ ﺑﺪﺍﻳﺔ‬
‫ﺑﺎﺳﺘﻘﻄﺎﺑﻪ‪ ،‬ﺃﺳﺎﺱ ﺍﺳﺘﻘﻄﺎﺏ ﺍﻟﻌﻨﺎﴏ ﺍﻟﺒﴩﻳﺔ ﺍﻟﻜﻔﺎﺀﺓ‪ ،‬ﻭﻫﺬﺍ ﻳﺴﺘﺪﻋﻲ‬
‫ﺻﻴﺎﻏﺔ ﺳﻴﺎﺳﺎﺕ ﺗﺮﻛﺰ ﻋﲇ ﺍﺳﺘﻘﻄﺎﺏ ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺤﻮﺭﻳﺔ‬
‫”‪.“Core Copetence‬‬
‫· ﺍﻻﻋﺘﲈﺩ ﻋﲇ ﺍﳌﺠﻤﻮﻋﺎﺕ ﻭﻓﺮﻕ ﺍﻟﻌﻤﻞ ﰲ ﺇﻧﺠﺎﺯ ﻣﻬﺎﻡ ﺍﳌﻨﻈﻤﺔ‪،‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﳌﺠﺎﻝ ﻳﻤﻜﻦ ﺗﻄﺒﻴﻖ‪:‬‬
‫‪ -‬ﺍﻟﻌﺼﻒ ﺍﻟﺬﻫﻨﻲ‪ (Brain Storming) :‬ﻣﻦ ﺃﺟﻞ ﺗﻮﻟﻴﺪ ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻹﺑﺪﺍﻋﻴﺔ ﻟﻸﻓﺮﺍﺩ ﰲ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫‪ “Quality‬ﻭﺍﻟﺘﻲ ﺗﺮﻛﺰ‬ ‫”‪controls‬‬ ‫‪ -‬ﺣﻠﻘﺎﺕ ﺍﻟﺴﻴﻄﺮﺓ ﺍﻟﻨﻮﻋﻴﺔ‬
‫ﻋﲇ ﺍﳌﺸﺎﺭﻛﺔ ﺍﻟﻄﻮﻋﻴﺔ ﻣﻦ ﻗﺒﻞ ﺍﻷﻓﺮﺍﺩ ﳊﻞ ﻣﺸﺎﻛﻞ ﺍﳌﻨﻈﻤﺔ ﺑﺎﺳﺘﺜﲈﺭ‬

‫‪120‬‬
‫‪‬‬

‫ﺍﻟﻄﺎﻗﺎﺕ ﺍﻟﻔﻜﺮﻳﺔ ﻟﺪﻱ ﺍﻷﻓﺮﺍﺩ ﻭﲢﻘﻴﻖ ﺍﳊﺼﻮﻝ ﻋﲇ ﺃﻓﻜﺎﺭ ﺇﳚﺎﺑﻴﺔ ﻣﺒﺪﻋﺔ‬

‫ﰲ ﺗﻄﻮﻳﺮ ﻭﲢﺴﲔ ﺍﻟﻨﻮﻋﻴﺔ‪.‬‬
‫‪“Open –Book‬‬ ‫‪Managenment‬‬ ‫‪ -‬ﺍﻹﺩﺍﺭﺓ ﻋﲇ ﺍﳌﻜﺸﻮﻑ ”‬
‫ﻭﺗﺘﻌﻠﻖ ﺑﺘﻮﻓﲑ ﺍﳌﻨﺎﺥ ﺍﳌﻼﺋﻢ ﻟﺘﻮﻟﻴﺪ ﺍﻷﻓﻜﺎﺭ ﻣﻦ ﺧﻼﻝ ﺍﻻﺟﺘﲈﻋﺎﺕ‬
‫ﻭﺍﻟﻠﻘﺎﺀﺍﺕ ﻣﻊ ﺃﻓﺮﺍﺩ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫‪Transforma onal‬‬ ‫‪ -‬ﺍﺳﺘﺨﺪﺍﻡ ﺃﺳﻠﻮﺏ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻮﻳﻠﻴﺔ )‬
‫‪ (Leadership‬ﻣﻦ ﺃﺟﻞ ﺍﻻﻫﺘﲈﻡ ﺑﺎﻷﻓﻜﺎﺭ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻭﺍﳋﻼﻗﺔ ﻷﻓﺮﺍﺩ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫· ﺯﻳﺎﺩﺓ ﺍﻟﺘﺤﺪﻳﺎﺕ ﰲ ﺍﻟﻌﻤﻞ‪.‬‬
‫· ﺍﻟﺘﻘﻮﻳﻢ ﺍﻟﻌﺎﺩﻝ ﻭﺍﳌﻮﺿﻮﻋﻲ ﻟﻠﻌﺎﻣﻠﲔ‪ :‬ﻳﺮﻏﺐ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﺑﺎﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺃﻥ ﻳﻘﻴﻢ ﻭﺃﻥ ﻳﺘﻨﺎﻓﺲ ﺑﴩﻑ ﻟﻴﻌﺮﻑ ﺍﻟﺘﻔﻮﻕ ﻛﻴﻒ ﻳﺘﻢ؟‬
‫ﻭﻛﻴﻒ ﻳﺘﺤﻘﻖ؟ ﻭﻛﻴﻒ ﻳﺪﺍﺭ؟ ﻭﳛﺴﺐ ﻣﻦ ﻗﺒﻞ ﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ﻭﻣﻦ ﺍﻟﻄﺒﻴﻌﻲ ﺃﻥ ﺍﻟﺘﻘﻮﻳﻢ ﺍﻟﺬﻱ ﻳﺮﻏﺒﻪ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻳﻨﺒﻐﻲ‬
‫ﺃﻥ ﻳﻜﻮﻥ ﻣﻮﺿﻮﻋﻴ ﹰﺎ ﻭﻋﺎﺩﻻﹰ ﻭﳚﺮﻱ ﻣﻦ ﻗﺒﻞ ﺃﻭﻟﺌﻚ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ‬
‫ﻳﻜﻮﻧﻮﻥ ﰲ ﻗﻤﺔ ﺣﻘﻞ ﲣﺼﺼﻬﻢ‪ .‬ﻓﻌﲇ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﺇﻥ ﺍﳌﻨﺎﻓﺴﺔ ﻏﲑ‬
‫ﻼ ﻳﻨﻌﻜﺲ ﺳﻠﺒﻴ ﹰﺎ ﻋﲇ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺍﻧﺨﻔﺎﺽ‬
‫ﺍﻟﴩﻳﻔﺔ ﺗﻌﺪ ﺃﻣﺮ ﹰﺍ ﺛﻘﻴ ﹰ‬
‫ﻣﺴﺎﳘﺎﺗﻪ ﰲ ﺗﻮﻟﻴﺪ ﺍﻹﻳﺮﺍﺩﺍﺕ ﻭﲢﺴﲔ ﺍﻻﺳﺘﺜﲈﺭﺍﺕ)‪.(١‬‬

‫)‪ (١‬ﺭﺍﺟﻊ ﰲ ﺫﻟﻚ‪ :‬ﺳﻌﺪ ﻋﲇ ﺍﻟﻌﻨﺰﻱ‪ ،‬ﻭﺃﲪﺪ ﻋﲇ ﺻﺎﻟﺢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ /.‬ﻋﺒﺎﺱ ﺣﺴﲔ‬
‫ﺟﻮﺍﺩ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ /‬ﺧﺎﻟﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺃﺑﻮ ﺍﻟﻐﻨﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪Stewart, /.‬‬
‫‪ /.T.A, op,cit‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪.‬‬

‫‪121‬‬
 

122
‫‪‬‬

‫‪s€br€a@›ñ–€a‬‬
‫‪ڜ仇€a@Öbñn”a@Ïz„@Òäïb»‡€a@pbËuÏn€a‬‬

‫ﻟﻘﺪ ﺃﺿﺤﻲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ )‪ (Knowledge Economy‬ﻳﻤﺜﻞ ﺭﺍﻓﺪ ﹰﺍ‬

‫ﻣﻌﺮﻓﻴ ﹰﺎ ﺟﺪﻳﺪ ﹰﺍ ﺳﻮﺍﺀ ﻋﲇ ﺻﻌﻴﺪ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻷﻃﺮ ﺍﻟﻔﻜﺮﻳﺔ‬
‫ﻭﺍﳌﻨﻬﺠﻴﺔ‪ ،‬ﺃﻭ ﻋﲇ ﻣﺴﺘﻮﻱ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻭﳎﺎﻻﺕ ﺍﻟﴪﻳﺎﻥ‪ ،‬ﻛﲈ‬
‫ﻳﻌﺪ ﺃﺩﺍﺓ ﳏﻮﺭﻳﺔ ﰲ ﻗﻴﺎﺱ ﻣﺪﻱ ﻗﺪﺭﺓ ﺍﻟﺪﻭﻝ ﻋﲇ ﺣﻴﺎﺯﺓ ﺃﺳﺒﺎﺏ ﺍﻟﺘﻘﺪﻡ‬
‫ﻭﺍﻣﺘﻼﻙ ﻧﺎﺻﻴﺔ ﻣﻘﻮﻣﺎﺗﻪ ﺍﻟﻼﺯﻣﺔ ﻟﻨﺠﺎﺡ ﺧﻄﻄﻬﺎ ﻭﺑﺮﺍﳎﻬﺎ ﻟﻠﺘﻨﻤﻴﺔ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﺸﺎﻣﻠﺔ‪.‬‬
‫ﻭﻳﻄﺮﺡ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﲨﻠﺔ ﻣﻦ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﺘﻲ ﺃﻓﺮﺯﺕ ﺩﻋﻮﺓ‬
‫ﻋﺎﻣﺔ ﺍﺳﺘﻬﺪﻓﺖ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﻟﺪﺍﺭﺳﻴﲔ ﻭﺃﺻﺤﺎﺏ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻟﺴﻴﺎﺳﻴﲔ‬
‫ﻟﴬﻭﺭﺓ ﻭﺿﻊ ﺇﻃﺎﺭ ﻧﻈﺮﻱ ﳏﻜﻢ ﻳﻀﺒﻂ ﺃﺑﻌﺎﺩﻩ ﺍﻟﺘﺄﺻﻴﻠﻴﺔ ﻋﲇ ﻣﺴﺘﻮﻱ‬
‫ﺍﻟﻔﻜﺮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﳚﺴﺪ ﺁﻟﻴﺎﺕ ﺗﻄﺒﻴﻘﻪ‪ ،‬ﻹﻋﻄﺎﺀ ﺍﻟﻮﺍﻗﻊ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ‬
‫ﺗﺴﺎﻫﻢ ﰲ ﻋﻤﻠﻴﺎﺕ ﺿﺒﻂ ﻣﻼﻣﺢ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﻨﺘﻬﺠﺔ‪.‬‬
‫ﻭﺑﻨﺎﺀﺃ ﻋﻠﻴﻪ ﺳﻴﺘﻨﺎﻭﻝ ﺍﻟﻜﺎﺗﺐ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻮﺿﻮﻉ‬
‫ﺍﻻﻧﺘﻘﺎﻝ ﻟﻼﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺛﻼﺙ ﻣﺒﺎﺣﺚ‪ ،‬ﻫﻲ‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﲏ‪ :‬ﺍﻟﺘﻮﺟﻪ ﺍﻟﻌﺎﳌﻲ ﻧﺤﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺟﺎﻫﺰﻳﺔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻮﺟﻪ ﻧﺤﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪.‬‬

‫‪123‬‬
 ‫‪‬‬

‫‪fiβa@szj‡€a‬‬
‫‪ڜ仇€a@Öbñn”¸@‚b»€a@âbü⁄a‬‬

‫‪Zڜ仇€a@Öbñn”¸@ÔÇÌâbn€a@Ü€Ïn€a@ÚyÎäüc@Z¸Ć Îc‬‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻈﺮ ﰲ ﻋﻤﻖ ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﺒﴩﻱ‪ ،‬ﻳﻤﻜﻨﻨﺎ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﻮﺿﻊ‬
‫ﺍﻟﺮﺍﻫﻦ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺒﴩﻱ ﰲ ﻇﻞ ﻣﺎ ﺃﺻﺒﺢ ﻳﻌﺮﻑ ﺑﻤﺠﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻻ‬
‫ﻳﻤﺜﻞ ﺳﻮﻱ ﻧﺘﻴﺠﺔ ﺗﺎﺭﳜﻴﺔ ﺣﺘﻤﻴﺔ ﳉﻤﻠﺔ ﺍﻟﺘﺤﻮﻻﺕ ﺍﻟﺘﻄﻮﺭﻳﺔ ﺍﻟﺘﻲ ﺷﻬﺪﻫﺎ‬
‫ﻫﺬﺍ ﺍﻷﺧﲑ‪ -‬ﺃﻱ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺒﴩﻱ‪ -‬ﻋﱪ ﻋﻘﻮﺩ ﻃﻮﻳﻠﺔ ﻣﻦ ﺍﻟﺰﻣﻦ ﺃﺩﺕ ﺇﱄ‬
‫ﲢﻮﻟﻪ ﻣﻦ ﳎﺘﻤﻊ ﺗﻘﻠﻴﺪﻱ ﺇﱄ ﳎﺘﻤﻊ ﻋﴫﻱ ﻳﻌﺘﻤﺪ ﺃﺳﺎﺳ ﹰﺎ ﻋﲇ ﺍﳌﻌﺮﻓﺔ‬
‫ﻭﺍﻟﻔﻜﺮ ﺍﻟﺒﴩﻱ ﻟﻠﺘﺤﻮﻝ ﻭﺍﻟﺮﻗﻲ‪ ،‬ﻛﲈ ﺃﻥ ﺗﺘﺒﻊ ﺍﳌﺴﺎﺭ ﺍﻟﺘﺎﺭﳜﻲ ﻟﻠﻤﺠﺘﻤﻊ‬
‫ﺍﻟﺒﴩﻱ ﺃﻳﻀ ﹰﺎ‪ ،‬ﻳﻮﺿﺢ ﺑﺠﻼﺀ ﺃﻥ ﻣﺮﺍﺣﻞ ﺗﻄﻮﺭﻩ ﻗﺪ ﻗﺴﻤﺖ ﺑﻤﻘﺘﴤ ﻣﺎ‬
‫ﻣﻴﺰ ﻛﻞ ﻣﺮﺣﻠﺔ ﻣﻦ ﺃﺣﺪﺍﺙ ﺃﻭ ﻣﻈﺎﻫﺮ ﺑﺎﺭﺯﺓ ﻃﻐﺖ ﻋﲇ ﺍﳌﻼﻣﺢ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
‫ﳍﺎ‪ ،‬ﻓﻌﻨﺪﻣﺎ ﺷﺎﻉ ﺍﺳﺘﻌﲈﻝ ﺍﳊﺠﺎﺭﺓ ﺑﺸﻜﻞ ﻭﺍﺳﻊ ﺑﲔ ﺍﻟﻨﺎﺱ ﰲ ﻓﱰﺓ ﻣﺎ‬
‫ﺳﲈﻫﺎ ﺍﳌﺆﺭﺧﻮﻥ ﺑﺎﻟﻌﴫ ﺍﳊﺠﺮﻱ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻃﻐﻲ ﺍﳉﻠﻴﺪ ﻋﲇ ﺍﻟﻄﺎﺑﻊ ﺍﻟﻌﺎﻡ‬
‫ﻟﻠﺤﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﰲ ﺍﻟﻘﺮﻭﻥ ﺍﻷﻭﱄ ﻭﺻﻔﻬﺎ ﺍﳌﺆﺭﺧﻮﻥ ﺑﺎﻟﻌﴫ ﺍﳉﻠﻴﺪﻱ‪،‬‬
‫ﻭﻋﻨﺪﻣﺎ ﺷﻜﻞ ﻣﻌﺪﻥ ﺍﻟﱪﻭﻧﺰ ﻋﺼﺐ ﺍﳊﻴﺎﺓ ﻋﲇ ﻣﺪﻱ ﺍﻵﻟﻒ ﺳﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﻗﺒﻞ ﺍﳌﻴﻼﺩ ﺍﺻﻄﻠﺢ ﻋﲇ ﺗﻠﻚ ﺍﻟﻔﱰﺓ ﺑﺤﻀﺎﺭﺍﺕ ﻋﴫ ﺍﻟﱪﻭﻧﺰ‪...‬ﺇﻟﺦ‪.‬‬

‫‪124‬‬
‫‪‬‬

‫ﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ‪ ،‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺍﻟﺘﺄﺭﻳﺦ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻓﻘﺪ ﺭﺑﻂ‬

‫ﺍﳌﺆﺭﺧﻮﻥ ﺗﻄﻮﺭ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺒﴩﻱ ﺑﺜﻼﺙ ﻣﺮﺍﺣﻞ ﺃﺳﺎﺳﻴﺔ ﺷﻜﻠﻬﺎ ﺍﻧﻔﺠﺎﺭ‬
‫ﺛﻼﺙ ﺛﻮﺭﺍﺕ ﺭﺋﻴﺴﻴﺔ‪ ،‬ﻓﻤﻦ ”ﺛﻮﺭﺓ ﺍﻟﺰﺭﺍﻋﺔ“ ﻧﺤﻮ ”ﺛﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﺔ“ ﻭﻣﻦ‬
‫ﺛﻢ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺃﺳﺎﺱ ” ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﺮﻓﻴﺔ“ ﺃﻭ ﻣﺎ ﻳﻌﺮﻑ ﺑﺎﻟﺘﺤﻮﻝ‬
‫ﺍﻟﺜﺎﻟﺚ‪ ،‬ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻳﻠﺨﺺ ﺃﺑﺮﺯ ﺍﻟﺴﲈﺕ ﺍﻟﺘﻲ ﻣﻴﺰﺕ ﻛﻞ ﻓﱰﺓ‪،‬‬
‫ﻣﻦ ﺧﻼﻝ ﺗﺒﻴﲔ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻤﻞ ﺍﳌﻨﺘﺞ ﻟﻠﻘﻴﻤﺔ‪ ،‬ﻭﻋﱪ ﻃﺮﺡ ﺛﺎﺋﻴﺔ ﺍﻟﴩﺍﻛﺔ‬
‫ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻭﻋﻨﴫ ﺍﻹﻧﺘﺎﺝ ﺍﻷﻛﺜﺮ ﺗﺰﺍﻭﺟ ﹰﺎ ﻣﻌﻪ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱄ ﺇﻋﻄﺎﺀ ﺃﻫﻢ‬
‫ﺃﺩﻭﺍﺕ ﺍﻹﻧﺘﺎﺝ ﺍﳌﺴﺘﻌﻤﻠﺔ ﺧﻼﻝ ﻛﻞ ﺣﻘﺒﺔ)‪.(١‬‬
‫‪HRI‬‬
‫‪Èn‘jç@Ôn€a@âÏñ»€aÎ@pbflÏ‹»‡€a@äñ«@óˆbñÅ‬‬

‫‪pbflÏ‹»‡€a‬‬ ‫‪Ú«b‰ñ€a‬‬ ‫‪Ú«aâå€a‬‬ ‫‪äñ»€a‬‬

‫‪ -١٩٥٧‬ﺇﱄ ﺍﻟﻴﻮﻡ‬ ‫‪١٩٥٧ -١٨٠٠‬‬ ‫ﻣﺎ ﻗﺒﻞ ‪١٨٠٠‬‬ ‫ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨﻴﺔ‬
‫ﺍﻟﻌﺎﻣﻠﻮﻥ ﰲ ﺍﳌﻌﺮﻓﺔ‬ ‫ﻋﲈﻝ ﻣﺼﺎﻧﻊ‬ ‫ﻓﻼﺣﲔ‬ ‫ﻃﺒﻴﻌﺔ ﺍﻟﻌﲈﻝ‬
‫ﺃﻓﺮﺍﺩ‪ /‬ﺃﻓﺮﺍﺩ‬ ‫ﺃﻓﺮﺍﺩ‪ /‬ﺁﻟﺔ‬ ‫ﺃﻓﺮﺍﺩ‪ /‬ﺃﺭﺽ‬ ‫ﺍﻟﴩﺍﻛﺔ‬

‫ﻭﺳﻮﻑ ﻧﻌﻤﺪ ﻓﻴﲈ ﻳﲇ ﺇﱄ ﺍﻟﻮﻟﻮﺝ ﺇﱄ ﺗﻠﻚ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺜﻼﺛﺔ ﻭﺩﺭﺍﺳﺘﻬﺎ‬

‫ﺑﻘﻠﻴﻞ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﺍﳉﺎﻣﻊ ﻷﻫﻢ ﻣﺎ ﺍﺣﺘﻮﺍﻩ ﻛﻞ ﲢﻮﻝ ﻋﲇ ﺣﺪﺍ‪.‬‬

‫)‪ (١‬ﻣﺮﺍﺩ ﻋﻠﺔ‪ ،‬ﺟﺎﻫﺰﻳﺔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻼﻧﺪﻣﺎﺝ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺩﺭﺍﺳﺔ ﻧﻈﺮﻳﺔ ﲢﻠﻴﻠﻴﺔ‪،‬‬
‫ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺘﺴﻴﲑ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺏ‪.‬ﺕ‪ ،‬ﺹ‪.٣‬‬
‫)‪ (٢‬ﻋﲈﺩ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺻﺒﺎﻍ‪ ،‬ﻋﻠﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﻟﻠﻨﴩ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﲈﻥ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪ ،١٩٩٨ ،‬ﺹ‪.٤٠‬‬

‫‪125‬‬
 ‫‪‬‬

‫‪ -١‬ﺍﻟﺘﺤﻮﻝ ﺍﻷﻭﻝ‪ :‬ﺍﳌﺠﺘﻤﻊ ﺍﻟﺰﺭﺍﻋﻲ ﺃﻭ ”ﺍﻗﺘﺼﺎﺩ ﺍﻟﻄﺒﻴﻌﺔ“‬

‫ﻗﺪ ﻳﺸﻜﻞ ﻭﺻﻒ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﻲ ﺍﻋﺘﻤﺪ ﻓﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ ﺑﺸﻜﻞ ﺃﺳﺎﳼ‬
‫ﻋﲇ ﺍﻟﻄﺒﻴﻌﺔ ﺑﺎﻟﺘﺤﻮﻝ ﺍﻷﻭﻝ ﺑﻌﺾ ﻣﻦ ﺍﻟﺘﺤﻔﻆ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﻭﻣﻨﺬ‬
‫ﻧﺰﻭﻟﻪ ﻋﲇ ﺍﻷﺭﺽ ﻛﺎﻥ ﻳﻌﺘﻤﺪ ﻋﲇ ﺍﻟﻄﺒﻴﻌﺔ ﻭﻣﻮﺍﺭﺩﻫﺎ ﺑﺸﻜﻞ ﺗﻠﻘﺎﺋﻲ‪،‬‬
‫ﻭﺑﺬﻟﻚ ﻓﻠﻴﺴﺖ ﻣﺮﺣﻠﺔ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺰﺭﺍﻋﻲ ﻣﻦ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ ﲢﻮﻻﹰ‪ ،‬ﺑﻞ ﻫﻲ‬
‫ﺍﻣﺘﺪﺍﺩ ﻃﺒﻴﻌﻲ‪ ،‬ﻭﻧﺘﺎﺝ ﻓﻄﺮﻱ ﻟﻠﺴﻠﻮﻙ ﺍﻟﺒﴩﻱ‪.‬‬
‫ﻫﺬﺍ ﻣﻦ ﻧﺎﺣﻴﺔ ﻋﻠﻢ ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﺒﴩﻱ ﻋﻤﻮﻣ ﹰﺎ‪ ،‬ﻭﻟﻜﻦ ﻟﻠﺘﺄﺭﻳﺦ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﻣﻌﺎﻳﲑ ﺃﺧﺮﻱ ﺍﻋﺘ ﹺﹸﻤﺪ ﻋﻠﻴﻬﺎ ﻟﻮﺻﻒ ﻣﺮﺣﻠﺔ ﻣﺎ ﺑﺎﻟﺜﻮﺭﺓ ﺍﻟﺰﺭﺍﻋﻴﺔ‬
‫ﻭﺍﻟﺘﻲ ﺃﻧﺠﺒﺖ ﳎﺘﻤﻌﻬﺎ ﺍﻟﺰﺭﺍﻋﻲ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺍﻟﺘﺤﻮﻝ ﺍﻷﻭﻝ‪ ،‬ﻓﺨﻼﻝ ﻗﺮﻭﻥ‬
‫ﻃﻮﻳﻠﺔ ﻣﻦ ﺍﻟﺰﻣﻦ ﱂ ﻳﺘﺸﻜﻞ ﺑﺎﳌﻔﻬﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺫﻟﻚ ﺍﻟﺘﻜﺘﻞ ﺍﻟﺒﴩﻱ‬
‫ﺍﻟﺬﻱ ﻗﺪ ﻳﻌﺘﱪ ﳎﺘﻤﻌ ﹰﺎ ﳛﻤﻞ ﰲ ﻃﻴﺎﺗﻪ ﺑﺬﻭﺭ ﻧﻤﻮﺫﺝ ﺍﻗﺘﺼﺎﺩﻱ ﻣﺘﻜﺎﻣﻞ‪،‬‬
‫ﻼ ﻭﻣﺒﻌﺜﺮ ﹰﺍ ﻭﺍﻟﻨﺸﺎﻁ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻛﺎﻥ ﻣﻌﺪﻭﻣ ﹰﺎ ﻭﻻ‬
‫ﻓﻌﺪﺩ ﺍﻟﺴﻜﺎﻥ ﻛﺎﻥ ﻗﻠﻴ ﹰ‬
‫ﻳﺘﺠﺎﻭﺯ ﺣﺪﻭﺩ ﺍﻻﻛﺘﻔﺎﺀ ﺍﻟﻔﺮﺩﻱ‪.‬‬
‫ﻭﻋﻨﺪﻣﺎ ﺑﺪﺃﺕ ﺗﺘﺠﲇ ﻣﻼﻣﺢ ﺗﻜﺘﻼﺕ ﺑﴩﻳﺔ ﻣﻨﻈﻤﺔ ﺗﻌﺘﻤﺪ ﻋﲇ‬
‫ﻧﺸﺎﻁ ﺍﻟﺰﺭﺍﻋﺔ ﻛﺄﺳﺎﺱ ﻟﺘﻮﻓﲑ ﻣﺎ ﲢﺘﺎﺝ ﺇﻟﻴﻪ ﻟﻴﺴﺪ ﴐﻭﺭﻳﺎﲥﺎ ﻣﻦ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻟﻴﻮﻣﻴﺔ ﻣﻦ ﺧﻼﻝ ﺩﻭﺭﺓ ﻧﺸﺎﻁ ﺍﻗﺘﺼﺎﺩﻱ ﺯﺭﺍﻋﻲ ﻣﻨﻈﻤﺔ‪ ،‬ﺑﺪﺃ‬
‫ﻋﻤﺪﺍﺀ ﺍﻟﺘﺄﺭﻳﺦ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻣﺴﺎﺭﻫﻢ ﰲ ﺍﻟﺘﺪﻭﻳﻦ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭ ﺗﻠﻚ ﺍﳌﺮﺣﻠﺔ‬
‫ﺍﻟﺜﻮﺭﺓ ﺍﻟﺰﺭﺍﻋﻴﺔ ﺍﻟﺘﻲ ﺃﻧﺠﺒﺖ ﳎﺘﻤﻌﻬﺎ ﺍﻟﺰﺭﺍﻋﻲ ﺑﻮﺻﻔﻪ ﺍﻟﺘﺤﻮﻝ ﺍﻷﻭﻝ ﰲ‬
‫ﻇﻞ ﺍﻗﺘﺼﺎﺩ ﺍﻟﻄﺒﻴﻌﺔ‪.‬‬

‫‪126‬‬
‫‪‬‬

‫ﻭﺑﺪﺃﺕ ﻫﺬﻩ ﺍﻟﺜﻮﺭﺓ ﺃﻭﻝ ﻣﺎ ﺑﺪﺃﺕ ﻋﲇ ﺿﻔﺎﻑ ﺍﻷﳖﺎﺭ ﺍﻟﻜﱪﻱ‬

‫ﰲ ﺍﳌﻨﻄﻘﺔ ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺍﳌﻨﻄﻘﺔ ﺍﻻﺳﺘﻮﺍﺋﻴﺔ‪ -‬ﳖﺮ ﺍﻟﻨﻴﻞ ﻭﺩﺟﻠﺔ ﻭﺍﻟﻔﺮﺍﺕ‬
‫ﻭﺍﻹﻧﺪﻭﺱ ﻭﺍﳉﺎﻧﺢ ﻭﺍﻟﻨﻬﺮ ﺍﻷﺻﻔﺮ‪ -‬ﺣﻴﺚ ﺍﻟﱰﺑﺔ ﺍﳋﺼﺒﺔ ﻭﺍﳌﺘﺠﺪﺩﺓ‪،‬‬
‫ﻭﺑﺬﻟﻚ ﺗﺸﻜﻠﺖ ﻟﺪﻱ ﺗﻠﻚ ﺍﳌﺠﺘﻤﻌﺎﺕ ﻇﺮﻭﻑ ﺗﻼﺀﻣﺖ ﺑﻮﺟﻪ ﺧﺎﺹ‬
‫ﻣﻊ ﻭﺻﻒ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺰﺭﺍﻋﻲ ﻭﻫﻲ ﺍﳊﻘﺒﺔ ﺍﻟﺘﻲ ﺳﲈﻫﺎ ﺍﳌﺆﺭﺧﻮﻥ ﺑﺜﻮﺭﺓ‬
‫ﺍﻟﻌﴫ ﺍﳊﺠﺮﻱ ﺍﳊﺪﻳﺚ ﻭﺍﻟﺘﻲ ﺩﺍﻣﺖ ﻋﲇ ﻣﺪﻱ ﺁﻻﻑ ﺍﻟﺴﻨﲔ ﻣﻨﺬ ﺍﻟﻌﺎﻡ‬
‫‪ ١٠‬ﺁﻻﻑ ﻗﺒﻞ ﺍﳌﻴﻼﺩ )‪١٠٠٠٠‬ﻕ‪.‬ﻡ(‬
‫ﻭﻗﺪ ﺍﻗﱰﻥ ﺫﻟﻚ ﺍﻟﺘﺤﻮﻝ ﺇﱄ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﻟﺰﺭﺍﻋﻴﺔ ﺍﳌﺴﺘﻘﺮﺓ )ﺑﻌﺪ‬
‫ﺃﻥ ﻛﺎﻧﺖ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺯﺭﺍﻋﻴﺔ ﻭﻣﺒﻌﺜﺮﺓ ﻭﻣﺘﻨﻘﻠﺔ ﻋﱪ ﻣﻨﺎﻃﻖ ﺍﻷﺭﺽ (‬
‫ﺑﺎﻟﺘﺴﺎﺭﻉ ﰲ ﺯﻳﺎﺩﺓ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺍﺗﺴﻊ ﻧﻄﺎﻕ ﺗﺸﻜﻴﻞ ﺍﳊﺠﺮ‬
‫ﻟﺼﻨﺎﻋﺔ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻷﺳﻠﺤﺔ ﻭﺍﺯﺩﺍﺩ ﺃﺳﻠﻮﺏ ﺻﻨﺎﻋﺘﻬﺎ ﺻﻘﻼﹰ‪ ،‬ﻛﺬﻟﻚ‬
‫ﻓﺈﻥ ﺍﻣﺘﻼﻙ ﺣﻴﻮﺍﻧﺎﺕ ﺃﻟﻴﻔﺔ ﻋﺰﺯ ﻣﻦ ﻣﻬﺎﺭﺍﺕ ﲢﻮﻳﻞ ﺻﻮﻑ ﺍﳌﺎﺷﻴﺔ ﺇﱄ‬
‫ﺃﻟﻴﺎﻑ ﻟﺼﻨﺎﻋﺔ ﺍﻟﻨﺴﻴﺞ‪ ،‬ﻭﺃﺩﻱ ﺍﻟﺘﻘﺪﻡ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺎﺭ ﻭﺍﻟﺘﺤﻜﻢ ﻓﻴﻬﺎ‬
‫ﺇﱄ ﺍﺑﺘﻜﺎﺭ ﺍﻟﻘﲈﺋﻦ ﻭﺍﻷﻓﺮﺍﻥ ﻟﺼﻨﺎﻋﺔ ﺍﻵﺟﺮ ﻭﺍﻟﴪﺍﻣﻴﻚ‪ ،‬ﺛﻢ ﺑﻌﺪ ﺫﻟﻚ‬
‫ﻟﺘﺸﻜﻴﻞ ﺍﳌﻌﺎﺩﻥ ﻭﲥﻴﺄﺕ ﻟﻺﻧﺴﺎﻥ ﺗﻘﻨﻴﺎﺕ ﺻﻨﺎﻋﺔ ﺍﻷﺩﻭﺍﺕ ﺍﳌﻌﺪﻧﻴﺔ‬
‫ﻭﺍﺳﺘﺨﺮﺍﺝ ﺍﳌﻌﺎﺩﻥ ﻣﻦ ﺧﺎﻣﺎﲥﺎ ﺍﻟﻄﺒﻴﻌﻴﺔ ﺛﻢ ﺗﺸﻜﻴﻠﻬﺎ ﻋﲇ ﻫﻴﺌﺔ ﺃﺩﻭﺍﺕ‬
‫ﻭﻏﲑ ﺫﻟﻚ ﻣﻦ ﻣﺼﻨﻮﻋﺎﺕ ﻳﺮﻳﺪﻫﺎ‪ ،‬ﻭﻫﻜﺬﺍ ﺃﺻﺒﺤﺖ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﻟﺒﴩﻳﺔ‬
‫ﰲ ﻭﺿﻊ ﻳﻤﻬﺪ ﳊﺪﻭﺙ ﲢﻮﻝ ﻋﻤﻴﻖ ﺁﺧﺮ ﻳﻨﺘﻘﻞ ﲠﺎ ﺇﱄ ﺑﺪﺍﻳﺔ ﺍﳌﺠﺘﻤﻌﺎﺕ‬

‫‪127‬‬
 ‫‪‬‬

‫ﺍﳊﻀﺎﺭﻳﺔ ﻋﱪ ﺍﻗﺘﺼﺎﺩ ﺍﻵﻟﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ)‪.(١‬‬

‫‪ -٢‬ﺍﻟﺘﺤﻮﻝ ﺍﻟﺜﺎﲏ‪ :‬ﺍﳌﺠﺘﻤﻊ ﺍﻟﺼﻨﺎﻋﻲ ﺃﻭ ” ﺍﻗﺘﺼﺎﺩ ﺍﻵﻟﺔ“‪.‬‬
‫ﹸﲡﻤﻊ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺎﺭﳜﻴﺔ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﻝ ﻋﱪ‬
‫ﺍﻟﺘﺤﻮﻟﲔ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﲏ )ﻣﻦ ﺍﻟﺰﺭﺍﻋﺔ ﺇﱄ ﺍﻟﺼﻨﺎﻋﺔ( ﻛﺎﻥ ﻧﺘﺎﺟ ﹰﺎ ﻃﺒﻴﻌﻴ ﹰﺎ‬
‫ﳊﺰﻣﺔ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﲤﺤﻮﺭ ﺃﳘﻬﺎ ﺣﻮﻝ‪:‬‬
‫‪ -‬ﺗﻀﺨﻢ ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﰲ ﺍﳌﻨﺎﻃﻖ ﺍﻵﻫﻠﺔ‪.‬‬
‫‪ -‬ﳏﺪﻭﺩﻳﺔ ﺍﳌﺼﺎﺩﺭ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻭﻋﺠﺰﻫﺎ ﻋﻦ ﺗﻮﻓﲑ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻜﺎﻓﻴﺔ‬
‫ﻣﻦ ﴐﻭﺭﻳﺎﺕ ﺍﻟﻌﻴﺶ‪.‬‬
‫‪ -‬ﺍﻟﺘﲈﻳﺰ ﺍﻟﺸﺪﻳﺪ ﻟﻠﻤﻨﺎﻃﻖ ﺍﻵﻫﻠﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﺰﺍﻳﺎ ﺍﻟﻄﺒﻴﻌﻴﺔ ﺍﳌﺘﻮﻓﺮﺓ‪.‬‬
‫‪ -‬ﺗﻌﻘﺪ ﺃﻧﲈﻁ ﺍﳊﻴﺎﺓ ﻭﺑﺮﻭﺯ ﺭﻏﺒﺎﺕ ﺃﺧﺮﻱ ﱂ ﻳﻜﻦ ﺍﻟﻨﺎﺱ ﳛﺲ ﲠﺎ‬
‫ﻣﻦ ﻗﺒﻞ‪.‬‬
‫‪ -‬ﻇﻬﻮﺭ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﻟﻄﺎﻗﺔ ﺍﳉﺪﻳﺪﺓ‪.‬‬
‫ﻓﻜﺎﻥ ﴐﻭﺭﻳ ﹰﺎ ﻋﲇ ﺳﻜﺎﻥ ﺗﻠﻚ ﺍﳊﻘﺒﺎﺕ ﻣﻦ ﺍﻟﺰﻣﻦ‪ ،‬ﺍﻟﻠﺠﻮﺀ ﺇﱄ ﻣﺎ‬
‫ﻳﻤﻜﻦ ﺃﻥ ﻳﺼﻄﻠﺢ ﻋﻠﻴﻪ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﺼﻨﻴﻊ ﺑﺪﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺰﺭﺍﻋﺔ ﻭﺍﻟﺼﻴﺪ‪،‬‬
‫ﻭﻟﻦ ﻳﻜﻮﻥ ﺍﺳﺘﻌﲈﻝ ﻣﺼﻄﻠﺢ ﺍﻟﺘﺼﻨﻴﻊ ﻧﺎﻓﺬ ﺍﳌﻌﻨﻲ ﺇﻥ ﱂ ﻧﻘﺮﻧﻪ ﺑﻤﻔﻬﻮﻡ‬
‫ﺍﻵﻟﺔ‪ ،‬ﻓﺎﻵﻟﺔ ﺃﺳﺎﺱ ﺍﳌﺼﻨﻊ ﻭﺍﳌﺼﻨﻊ ﻋﻤﻮﺩ ﺍﻟﺼﻨﺎﻋﺔ‪ ،‬ﻭﺍﻟﺼﻨﺎﻋﺔ ﲢﺪﺩ‬

‫)‪ (١‬ﺁﺭ ﺇﻳﻪ ﺑﻮﻛﺎﻧﺎﻥ‪ ،‬ﺍﻵﻟﺔ ﻗﻮﺓ ﻭﺳﻠﻄﺔ‪ :‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻹﻧﺴﺎﻥ ﻣﻨﺬ ﺍﻟﻘﺮﻥ ‪ ١٨‬ﺣﺘﻲ ﺍﻟﻮﻗﺖ‬
‫ﺍﳊﺎﴐ‪ ،‬ﺷﻮﻗﻲ ﺟﻼﻝ«ﻣﱰﺟﻢ«‪ ،‬ﻋﺎﱂ ﺍﻟﻔﻜﺮ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،٢٥٩‬ﺍﳌﺠﻠﺲ ﺍﻟﻮﻃﻨﻲ ﻟﻠﺜﻘﺎﻓﺔ‬
‫ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻷﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺹ ﺹ ‪.٢٢-٢١‬‬

‫‪128‬‬
‫‪‬‬

‫ﻣﻌﺪﻻﺕ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﺼﻨﻴﻊ‪ ،‬ﻭﺍﻟﺘﺼﻨﻴﻊ ﺃﻧﺠﺐ ﳎﺘﻤﻌﻪ ﺍﻟﺼﻨﺎﻋﻲ ﺍﻟﺬﻱ‬

‫ﳛﺘﻮﻱ ﺑﲔ ﻃﻴﺎﺗﻪ ﺍﻗﺘﺼﺎﺩﻩ ﺍﳌﻴﻜﺎﻧﻴﻜﻲ‪.‬‬
‫‪ -٣‬ﺍﻟﺘﺤﻮﻝ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﳌﺠﺘﻤﻊ ﺍﳌﻌﺮﰲ ﺃﻭ ”ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ“‬
‫ﻟﻘﺪ ﺷﻜﻠﺖ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻧﻘﻄﺔ ﺍﻧﻌﺮﺍﺝ ﰲ ﻣﺴﲑﺓ ﺍﻟﺒﴩﻳﺔ‬
‫ﲨﻌﺎﺀ‪ ،‬ﻓﺒﻤﺠﺮﺩ ﻭﺻﻔﻬﺎ ﺣﺮﺑ ﹰﺎ ﺗﺴﺒﺒﺖ ﰲ ﺗﻐﻴﲑ ﺍﻟﻜﺜﲑ ﻣﻦ ﻭﻗﺎﺋﻊ ﻭﻣﻈﺎﻫﺮ‬
‫ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺍﻗﺘﺼﺎﺩﻳ ﹰﺎ ﻭﺑﻌﺪ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻛﻘﺪﺭ ﻗﺪﺭ ﻋﲇ ﺍﻟﺒﴩﻳﺔ‪ ،‬ﻳﻌﺘﱪﻫﺎ‬
‫ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺨﺘﺼﲔ ﻧﻘﻄﺔ ﺍﻟﺘﺤﻮﻝ ﺍﻟﺜﺎﻟﺚ‪ ،‬ﻭﺍﻟﺬﻱ ﲤﺜﻞ ﰲ ﺍﻟﺜﻮﺭﺓ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺃﻭ ﺍﳌﻌﺮﻓﻴﺔ‪ .‬ﻭﻣﻦ ﺃﻫﻢ ﻣﺎ ﻳﻤﻴﺰ ﻫﺬﺍ ﺍﻟﺘﺤﻮﻝ ﻋﲈ‬
‫ﺳﺒﻘﻪ‪ ،‬ﻧﺬﻛﺮ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺍﻧﺪﻣﺎﺝ ﺍﻟﻌﻠﻮﻡ ﰲ ﻣﻨﻈﻮﻣﺎﺕ ﺍﻹﻧﺘﺎﺝ ﻭﲢﻮﻝ ﺍﳌﻌﺮﻓﺔ ﺇﱄ ﻗﻮﺓ ﻣﻨﺘﺠﺔ‪.‬‬
‫‪ -‬ﺗﻘﻠﺺ ﺍﳌﺴﺎﻓﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﻣﻴﻼﺩ ﺍﻻﺧﱰﺍﻉ ﻭﺗﻄﺒﻴﻘﻪ ﻋﲇ ﺃﺭﺽ‬
‫ﺍﻟﻮﺍﻗﻊ‪ :‬ﻓﻔﻲ ﺣﲔ ﻛﺎﻥ ﺍﻟﻔﺎﺭﻕ ﺑﲔ ﻇﻬﻮﺭ ﺍﻻﺧﱰﺍﻋﺎﺕ ﻭﲡﺴﻴﺪﻫﺎ ﻋﲇ‬
‫ﻭﺍﻗﻊ ﺍﳊﻴﺎﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨﺎﺱ ﳛﺘﺎﺝ ﺇﱄ ﺳﻨﲔ ﻃﻮﻳﻠﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪ ،‬ﺃﺻﺒﺢ‬
‫ﺫﻟﻚ ﺍﻟﻔﺎﺭﻕ ﰲ ﻇﻞ ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﺮﻓﻴﺔ ﻻ ﻳﺘﻌﺪﻱ ﺑﺄﻗﴢ ﺗﻘﺪﻳﺮ ﺑﻌﺾ ﻣﻦ‬
‫ﺍﻟﺴﻨﻮﺍﺕ‪ ،‬ﻓﻠﻢ ﲤﺾ ﺳﻮﻱ ﲬﺴﺔ ﺳﻨﻮﺍﺕ ﻋﻦ ﺍﻛﺘﺸﺎﻑ ﺍﻟﱰﺍﻧﺰﺳﺘﻮﺭ‬
‫ﺣﺘﻲ ﻋﻢ ﺍﺳﺘﻌﲈﻟﻪ ﺻﻨﺎﻋﻴ ﹰﺎ‪ ،‬ﻛﲈ ﺃﻥ ﺍﻟﺪﺍﺭﺓ ﺍﳌﺘﻜﺎﻣﻠﺔ ﱂ ﲢﺘﺎﺝ ﺳﻮﻱ ﻟﺜﻼﺙ‬
‫ﺳﻨﻮﺍﺕ ﻟﺘﺪﺧﻞ ﺳﻮﻕ ﺍﻹﻧﺘﺎﺝ ﻭﺍﳊﻴﺎﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨﺎﺱ‪.‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻛﺘﺐ ”ﺩﺍﻧﻴﻴﻞ ﺑﻴﻞ“ ﻋﺎﻡ ‪ ١٩٦٧‬ﻳﻘﻮﻝ‪ :‬ﺇﻥ ﻣﺘﻮﺳﻂ‬

‫‪129‬‬
 ‫‪‬‬

‫ﻃﻮﻝ ﺍﳌﺪﺓ ﺑﲔ ﺍﻛﺘﺸﺎﻑ ﻣﺒﺘﻜﺮ ﺗﻜﻨﻮﻟﻮﺟﻲ ﺟﺪﻳﺪ ﻭﺑﲔ ﺇﺩﺭﺍﻙ ﺇﻣﻜﺎﻧﻴﺘﻪ‬

‫ﺍﻟﺘﺠﺎﺭﻳﺔ ﻛﺎﻥ ﺛﻼﺛﲔ ﻋﺎﻣ ﹰﺎ ﰲ ﺍﻟﻔﱰﺓ ﻣﺎ ﺑﲔ ﻋﺎﻣﻲ ‪ ١٨٨٠‬ﻭ ‪ ،١٩١٩‬ﺛﻢ‬
‫ﺍﻧﺨﻔﺾ ﺇﱄ ‪ ١٦‬ﻋﺎﻣ ﹰﺎ ﰲ ﺍﻟﻔﱰﺓ ﻣﺎ ﺑﲔ ﻋﺎﻡ ‪ ١٩١٩‬ﻭ ‪ ،١٩٤٥‬ﺛﻢ ﺇﱄ ‪ ٩‬ﺃﻋﻮﺍﻡ‪.‬‬
‫‪ -‬ﲢﻮﻝ ﻧﻤﻂ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻘﻨﻲ‪ ،‬ﻣﻦ ﻣﺮﺣﻠﺔ ﺍﻹﺑﺪﺍﻉ ﺍﻟﻔﺮﺩﻱ‬
‫ﺧﻼﻝ ﺍﻟﻘﺮﻧﲔ ‪ ١٨‬ﻭ ‪ ١٩‬ﺇﱄ ﻣﺮﺣﻠﺔ ﺍﻹﻧﺘﺎﺝ ﺍﳉﲈﻋﻲ ﻭﺍﳌﺆﺳﺴﺎﰐ ﺧﻼﻝ‬
‫ﺍﻟﻘﺮﻥ ﺍﻟﻌﴩﻳﻦ‪ :‬ﺑﻤﻌﻨﻲ ﺃﻧﻪ ﺧﻼﻝ ﺍﻟﺘﺤﻮﻟﲔ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﲏ ﻛﺎﻥ ﺍﻷﻓﺮﺍﺩ‬
‫ﻫﻢ ﺃﺳﺎﺱ ﺍﻻﺧﱰﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‪ ،‬ﺃﻣﺎ ﰲ ﻇﻞ ﺍﻟﺘﺤﻮﻝ ﺍﻟﺜﺎﻟﺚ ﻓﻘﺪ ﺃﺻﺒﺤﺖ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﳉﻤﻌﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪...‬ﺇﻟﺦ ﻫﻲ ﺍﻟﺮﺍﺋﺪﺓ ﰲ ﺇﻧﺘﺎﺝ‬
‫ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪.‬‬
‫‪ -‬ﻃﻐﻴﺎﻥ ﺍﻟﻄﺎﺑﻊ ﺍﻷﻭﺗﻮﻣﺎﺗﻴﻜﻲ ﻋﲇ ﻭﺳﺎﺋﻞ ﻭﺩﻭﺭﺍﺕ ﺍﻹﻧﺘﺎﺝ‪:‬‬
‫ﻓﺨﻼﻝ ﻣﺮﺣﻠﺔ ﺍﻟﺰﺭﺍﻋﺔ ﻛﺎﻧﺖ ﻭﺳﺎﺋﻞ ﺍﻹﻧﺘﺎﺝ ﻻ ﺗﺘﻌﺪﻱ ﺣﺪﻭﺩ ﺑﻌﺾ‬
‫ﺍﻷﺩﻭﺍﺕ ﺍﻟﺒﺴﻴﻄﺔ‪ ،‬ﻭﺑﻈﻬﻮﺭ ﺍﻟﺼﻨﺎﻋﺔ ﲢﻮﻟﺖ ﺗﻠﻚ ﺍﻷﺩﻭﺍﺕ ﺇﱄ ﺁﻻﺕ‬
‫ﺿﺨﻤﺔﺕ ﻋﻤﻞ ﺑﻤﺼﺎﺩﺭ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻛﺎﻟﻔﺤﻢ ﻭﺍﻟﺒﺨﺎﺭ‪ ،...‬ﻭﻟﻜﻦ‬
‫ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﺮﻓﻴﺔ ﻃﻮﺭﺕ ﺗﻠﻚ ﺍﻵﻻﺕ ﻭﺃﺩﺧﻠﺖ ﻣﺎ ﻳﺪﻋﻲ ﺑﺎﻟﻌﻘﻮﻝ‬
‫ﺍﻹﻟﻜﱰﻭﻧﻴﺔ ﺿﻤﻦ ﻧﻈﺎﻡ ﺍﻟﺘﺸﻐﻴﻞ ﻟﻶﻟﺔ ﻓﺄﺻﺒﺢ ﻧﻈﺎﻡ ﺗﺸﻐﻴﻠﻬﺎ ﺃﻭﺗﻮﻣﺎﺗﻴﻜﻴ ﹰﺎ‬
‫ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱄ ﻛﺜﲑ ﻣﻦ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ‪.‬‬
‫‪ -‬ﺍﻟﺴﻴﻄﺮﺓ ﻋﲇ ﺍﻟﻼﻣﺘﻨﺎﻫﻴﺎﺕ ﺍﻟﺜﻼﺛﺔ‪ :‬ﻓﻘﺪ ﻣﻜﻨﺖ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﻦ‬
‫ﺍﻟﺘﺤﻜﻢ ﰲ ﺛﻼﺙ ﻻ ﻣﺘﻨﺎﻫﻴﺎﺕ ﻫﻲ‪:‬‬
‫* ﺍﻟﺴﻴﻄﺮﺓ ﻋﲇ ﺍﻟﻼﻣﺘﻨﺎﻫﻴﺎﺕ ﰲ ﺍﻟﺼﻐﺮ‪ :‬ﺳﻮﺍﺀ ﰲ ﺍﻟﻄﺒﻴﻌﺔ ﺍﳉﺎﻣﺪﺓ‬

‫‪130‬‬
‫‪‬‬

‫ﻛﺎﻟﺬﺭﺓ ﻭﺍﻹﻟﻜﱰﻭﻥ‪..‬ﺇﻟﺦ‪ ،‬ﺃﻭ ﰲ ﺍﻟﻄﺒﻴﻌﺔ ﺍﳊﻴﺔ ﻛﺎﳋﻠﻴﺔ ﻭﺍﳉﻴﻨﺎﺕ‬

‫ﻭﺍﻟﺸﻔﺮﺍﺕ ﺍﻟﻮﺭﺍﺛﻴﺔ‪...‬ﺇﻟﺦ‪.‬‬
‫* ﺍﻟﺴﻴﻄﺮﺓ ﻋﲇ ﺍﻟﻼﻣﺘﻨﺎﻫﻴﺎﺕ ﰲ ﺍﻟﻜﱪ‪ :‬ﻣﺜﻞ ﻏﺰﻭ ﺍﻟﻔﻀﺎﺀ‪ ،‬ﻭﻧﴩ‬
‫ﺍﻷﻗﲈﺭ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻓﻴﻪ‪...‬ﺇﻟﺦ‪.‬‬
‫* ﺍﻟﺴﻴﻄﺮﺓ ﻋﲇ ﺍﻟﻼﻣﺘﻨﺎﻫﻴﺎﺕ ﰲ ﺍﻟﺘﻌﻘﻴﺪ‪ :‬ﻭﻳﻘﺼﺪ ﲠﺎ ﺍﻟﺴﻴﻄﺮﺓ‬
‫ﺍﻟﺬﺍﺗﻴﺔ ﺍﻟﻜﺎﻣﻠﺔ ﻋﲇ ﺍﻵﻻﺕ ﻭﺩﻭﺭﺍﺕ ﺍﻹﻧﺘﺎﺝ ﻋﻦ ﻃﺮﻳﻖ ﺍﻷﺗﻮﻣﺎﺗﻴﻜﻴﺔ‪،‬‬
‫ﻭﺍﳊﻮﺍﺳﻴﺐ‪...‬ﺇﻟﺦ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺴﻴﻄﺮﺓ ﻋﲇ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﳌﻌﻘﺪﺓ ﻟﻠﻨﺴﻖ‬
‫ﺍﻻﺟﺘﲈﻋﻲ ﻋﻦ ﻃﺮﻳﻖ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ)‪.(١‬‬
‫‪Zڜ仇€a@Öbñn”bi@ÖÏñ‘‡€a@ZbÓ„bq‬‬
‫ﰲ ﺣﲔ ﻛﺎﻧﺖ ﺍﻷﺭﺽ‪ ،‬ﻭﺍﻟﻌﲈﻟﺔ‪ ،‬ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﻫﻲ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺜﻼﺛﺔ‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﻟﻺﻧﺘﺎﺝ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻘﺪﻳﻢ‪ ،‬ﺃﺻﺒﺤﺖ ﺍﻷﺻﻮﻝ ﺍﳌﻬﻤﺔ ﰲ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﳉﺪﻳﺪ ﻫﻲ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻔﻨﻴﺔ‪ ،‬ﻭﺍﻹﺑﺪﺍﻉ‪ ،‬ﻭﺍﻟﺬﻛﺎﺀ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺻﺎﺭ ﻟﻠﺬﻛﺎﺀ ﺍﳌﺘﺠﺴﺪ ﰲ ﺑﺮﺍﻣﺞ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻋﱪ ﻧﻄﺎﻕ‬
‫ﻭﺍﺳﻊ ﻣﻦ ﺍﳌﻨﺘﺠﺎﺕ ﺃﳘﻴﺔ ﺗﻔﻮﻕ ﺃﳘﻴﺔ ﺭﺃﺱ ﺍﳌﺎﻝ‪ ،‬ﺃﻭ ﺍﳌﻮﺍﺩ ﺃﻭ ﺍﻟﻌﲈﻟﺔ‪،‬‬
‫ﻭﺗﻘﺪﺭ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﺃﻥ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳌﻌﺮﻓﺔ ﺗﺴﺘﺄﺛﺮ ﺍﻵﻥ ﺑﺤﻮﺍﱄ ‪ %٧‬ﻣﻦ‬
‫ﺍﻟﻨﺎﺗﺞ ﺍﳌﺤﲇ ﺍﻹﲨﺎﱄ ﺍﻟﻌﺎﳌﻲ ﻭﺗﻨﻤﻮ ﺑﻤﻌﺪﻝ ‪ %١٥‬ﺳﻨﻮﻳ ﹰﺎ‪ ،‬ﻭﺟﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ‬
‫ﺃﻥ ‪ %٥٠‬ﻣﻦ ﻧﻤﻮ ﺍﻹﻧﺘﺎﺟﻴﺔ ﰲ ﺍﻻﲢﺎﺩ ﺍﻷﻭﺭﻭﰊ ﻣﺜ ﹰ‬
‫ﻼ ﻫﻮ ﻧﺘﻴﺠﺔ ﻣﺒﺎﴍﺓ‬
‫ﻻﺳﺘﺨﺪﺍﻡ ﻭﺇﻧﺘﺎﺝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪.‬‬

‫)‪ (١‬ﻣﺮﺍﺩ ﻋﻠﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٦-٤‬‬

‫‪131‬‬
 ‫‪‬‬

‫ﻭﻗﺪ ﺷﻬﺪ ﻣﻔﻬﻮﻡ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺗﻄﻮﺭ ﹰﺍ ﻛﺒﲑ ﹰﺍ ﰲ ﺍﻟﻌﻘﻮﺩ ﺍﻟﻘﻠﻴﻠﺔ‬

‫ﺍﳌﺎﺿﻴﺔ ﻣﻊ ﺍﺗﺴﺎﻉ ﺍﺳﺘﺨﺪﺍﻡ ﺷﺒﻜﺔ ﺍﻹﻧﱰﻧﺖ ﻭﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ ﻭﺍﻟﺪﻓﻊ‬
‫ﺍﻹﻟﻜﱰﻭﲏ‪ ،‬ﻭﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻻﻗﺘﺼﺎﺩ ﻋﲇ ﻭﺟﻮﺩ ﺑﻴﺎﻧﺎﺕ ﻳﺘﻢ ﺗﻄﻮﻳﺮﻫﺎ ﺇﱄ‬
‫ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻣﻦ ﺛﻢ ﻣﻌﺮﻓﺔ ﻭﺣﻜﻤﺔ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻧﺴﺐ ﻣﻦ ﺑﲔ ﺍﳋﻴﺎﺭﺍﺕ‬
‫ﺍﻟﻮﺍﺳﻌﺔ ﺍﻟﺘﻲ ﻳﺘﻴﺤﻬﺎ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﺇﱄ ﺃﻥ ﻣﺼﻄﻠﺢ‬
‫ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ )‪ (Knowledge Economy‬ﻭﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ)‪Knowledge‬‬

‫‪ (Society‬ﻛﺎﻥ ﺃﻭﻝ ﺍﺳﺘﺨﺪﺍﻡ ﻟﻪ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﲏ ﻋﴩ ﻣﻦ ﻛﺘﺎﺏ ) ‪The‬‬

‫‪ (Age of Discon‬ﻟـ ”‪.“Peter drucker‬‬ ‫‪nuity‬‬

‫ﻭﰲ ﺇﻃﺎﺭ ﺗﻄﻮﺭ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﻭﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﳉﺪﻳﺪﺓ‪،‬‬

‫ﺃﻃﻠﻘﺖ ﺗﺴﻤﻴﺎﺕ ﳐﺘﻠﻔﺔ ﻋﲇ ﻣﻮﺟﺎﺕ ﺍﻟﺘﻄﻮﺭ ﻫﺬﻩ ﻣﻨﻬﺎ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳉﺪﻳﺪ‬
‫ﻣﺎ ﺑﻌﺪ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﻭﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻗﺘﺼﺎﺩ ﺍﻹﻧﱰﻧﺖ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺩ‬
‫ﺍﻟﺮﻗﻤﻲ‪ ،‬ﻭﺍﻟﺴﲑﺍﲏ‪ ،‬ﻭﺍﻻﻓﱰﺍﴈ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺩ ﺍﻹﻟﻜﱰﻭﲏ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺩ‬
‫ﺍﻟﺸﺒﻜﻲ‪ ،‬ﻭﺍﻗﺘﺼﺎﺩ ﺍﻟﻼﻣﻠﻤﻮﺳﺎﺕ‪ ،‬ﻭﺃﺧﲑ ﹰﺍ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﻳﻌﺪ‬
‫ﻧﻤﻄ ﹰﺎ ﻣﺘﻄﻮﺭ ﹰﺍ ﻋﻦ ﺍﻷﻧﲈﻁ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﻫﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺬﻱ ﺗﺆﺩﻱ ﻓﻴﻪ‬
‫ﺍﳌﻌﺮﻓﺔ ﺩﻭﺭ ﹰﺍ ﺃﺳﺎﺳﻴ ﹰﺎ ﰲ ﺧﻠﻖ ﺍﻟﺜﺮﻭﺓ‪ ،‬ﻭﲢﺘﻞ ﻓﻴﻪ ﻣﺴﺎﺣﺔ ﺃﻛﱪ ﻭﺃﻛﺜﺮ ﻋﻤﻘ ﹰﺎ‬
‫ﳑﺎ ﻛﺎﻧﺖ ﰲ ﺃﺷﻜﺎﻝ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻓﻠﻢ ﻳﻌﺪ ﻣﻦ ﺣﺪﻭﺩ ﻟﺪﻭﺭ ﺍﳌﻌﺮﻓﺔ‬
‫ﰲ ﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﺇﺫﺍ ﺃﺻﺒﺤﺖ ﺗﺸﻜﻞ ﻣﻜﻮﻧ ﹰﺎ ﺃﺳﺎﺳﻴ ﹰﺎ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ‪،‬‬
‫ﻭﲢﻘﻖ ﺍﳉﺰﺀ ﺍﻷﻋﻈﻢ ﻣﻦ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﻓﻴﻪ‪.‬‬
‫ﻳﺸﲑ ﻣﺼﻄﻠﺢ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺇﱄ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺬﻱ ﻳﺮﺗﻜﺰ ﻋﲇ ﺇﻧﺘﺎﺝ‬

‫‪132‬‬
‫‪‬‬

‫ﺍﳌﻌﺮﻓﺔ ﻭﺇﺩﺍﺭﲥﺎ ﰲ ﺇﻃﺎﺭ ﳏﺪﺩﺍﺕ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﻫﻮ ﳜﺘﻠﻒ ﻋﻦ‬

‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻘﺎﺋﻢ ﻋﲇ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﻳﺮﻣﺰ ﺇﱄ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ‬
‫ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﺮﻓﺔ ﻛﺎﳍﻨﺪﺳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ .‬ﻓﻔﻲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫ﺗﻜﻮﻥ ﺍﳌﻌﺮﻓﺔ ﻣﻨﺘﺠ ﹰﺎ ﺃﻣﺎ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻘﺎﺋﻢ ﻋﲇ ﺍﳌﻌﺮﻓﺔ ﻓﻬﻲ ﺃﺩﺍﺓ‪ ،‬ﻭﺑﺸﻜﻞ‬
‫ﻋﺎﻡ ﻓﺈﻥ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻳﺸﲑ ﺇﱄ ﺍﻟﺘﺤﻮﻝ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻟﻌﺎﳌﻲ ﺍﻟﻨﺎﺟﻢ ﻋﻦ‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻋﻦ ﻧﺠﺎﺡ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺼﻨﺎﻋﻲ ﰲ ﺇﻋﺎﺩﺓ ﺻﻴﺎﻏﺔ ﺃﺳﺴﻪ‬
‫ﻭﻗﻮﺍﻋﺪﻩ ﰲ ﺇﻃﺎﺭ ﺍﻗﺘﺼﺎﺩ ﻣﻌﻮﱂ ﻭﻣﺘﻮﺍﺻﻞ‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ‬
‫ﻛﺄﴎﺍﺭ ﺍﻟﻌﻤﻞ ﻭﺍﳋﱪﺍﺕ ﺃﺳﺎﺳﻴﺔ ﻛﺎﳌﺼﺎﺩﺭ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻷﺧﺮﻱ)‪.(١‬‬
‫ﻭﻗﺪ ﻭﺭﺩﺕ ﲢﺖ ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻵﺭﺍﺀ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ‬
‫ﺗﻨﺎﻭﻟﺖ ﻣﻔﻬﻮﻡ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻓﻤﻨﻬﺎ ﻣﻦ ﻳﺮﻱ ﺑﺄﻧﻪ ﺫﻟﻚ ﺍﻻﻗﺘﺼﺎﺩ ” ﺍﻟﺬﻱ‬
‫ﻳﻘﻮﻡ ﻋﲇ ﺃﺳﺎﺱ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻧﺘﺎﺋﺠﻬﺎ ﻭﺛﲈﺭﻫﺎ ﻭﺇﻧﺠﺎﺯﺍﲥﺎ‬
‫ﻭﺍﺳﺘﻬﻼﻛﻬﺎ ﺑﺎﳌﻌﻨﻲ ﺍﻻﻗﺘﺼﺎﺩﻱ ﳌﻔﻬﻮﻡ ﺍﳌﺴﺘﻬﻠﻚ‪ ،‬ﻭﺑﺬﻟﻚ ﺗﺸﻜﻞ‬
‫ﺍﳌﻌﺮﻓﺔ ﺑﻤﻔﻬﻮﻣﻬﺎ ﺍﳊﺪﻳﺚ ﺟﺰﺀ ﹰﺍ ﺃﺳﺎﺳﻴ ﹰﺎ ﻣﻦ ﺛﺮﻭﺓ ﺍﳌﺠﺘﻤﻊ ﺍﳌﻨﻈﻮﺭ ﻭﻣﻦ‬
‫ﺭﻓﺎﻫﻴﺘﻪ ﺍﻻﺟﺘﲈﻋﻴﺔ“‪.‬‬
‫ﻭﻳﻌﺮﻓﻪ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﺑﺄﻧﻪ ” ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺬﻱ ﻳﻨﺸﺊ ﺍﻟﺜﺮﻭﺓ ﻣﻦ ﺧﻼﻝ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﳌﻌﺮﻓﺔ ﻭﺧﺪﻣﺎﲥﺎ )ﺍﻹﻧﺸﺎﺀ‪ ،‬ﺍﻟﺘﺤﺴﲔ‪ ،‬ﺍﻟﺘﻘﺎﺳﻢ‪ ،‬ﻭﺍﻟﺘﻌﻠﻴﻢ‪،‬‬

‫)‪ (١‬ﻛﲈﻝ ﻣﻨﺼﻮﺭﻱ‪ ،‬ﻋﻴﴘ ﺧﻠﻴﻔﻲ‪ ،‬ﺍﻧﺪﻣﺎﺝ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻗﺘﺼﺎﺩ‬
‫ﺍﳌﻌﺮﻓﺔ‪ :‬ﺍﳌﻘﻮﻣﺎﺕ ﻭﺍﻟﻌﻮﺍﺋﻖ‪ ،‬ﳎﻠﺔ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺷﲈﻝ ﺃﻓﺮﻳﻘﻴﺎ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،٤‬ﺏ‪.‬ﺕ‪ ،‬ﺹ‬
‫ﺹ ‪.٥٢-٥٠‬‬

‫‪133‬‬
 ‫‪‬‬

‫ﻭﺍﻟﺘﻄﺒﻴﻖ ﻭﺍﻻﺳﺘﺨﺪﺍﻡ ﻟﻠﻤﻌﺮﻓﺔ ﺑﺄﺷﻜﺎﳍﺎ( ﰲ ﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺑﺎﻻﻋﺘﲈﺩ‬

‫ﻋﲇ ﺍﻷﺻﻮﻝ ﺍﻟﺒﴩﻳﺔ ﻭﺍﻟﻼﻣﻠﻤﻮﺳﺔ ﻭﻭﻓﻖ ﺧﺼﺎﺋﺺ ﻭﻗﻮﺍﻋﺪ ﺟﺪﻳﺪﺓ“)‪.(١‬‬
‫ﺃﻣﺎ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻄﻮﺭ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ‪ OECD‬ﻓﻘﺪ ﻋﺮﻓﺘﻪ ﺑﺄﻧﻪ ﻫﻮ ”‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﺒﻨﻲ ﺃﺳﺎﺳ ﹰﺎ ﻋﲇ ﺇﻧﺘﺎﺝ ﻭﻧﴩ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ“‪.‬‬
‫ﺑﻴﻨﲈ ﺑﺮﻧﺎﻣﺞ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﺍﻹﻧﲈﺋﻲ ﺃﻋﻄﺖ ﻟﻪ ﺗﻌﺮﻳﻔ ﹰﺎ ﺃﻛﺜﺮ ﺷﻤﻮﻟﻴﺔ‬
‫ﻣﻔﺎﺩﻩ ” ﻧﴩ ﺍﳌﻌﺮﻓﺔ ﻭﺇﻧﺘﺎﺟﻬﺎ ﻭﺗﻮﻇﻴﻔﻬﺎ ﰲ ﲨﻴﻊ ﺍﻟﻨﺸﺎﻁ ﺍﳌﺠﺘﻤﻌﻲ‪،‬‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﺍﳌﺠﺘﻤﻊ ﺍﳌﺪﲏ‪ ،‬ﻭﺍﻟﺴﻴﺎﺳﺔ ﻭﺍﳊﻴﺎﺓ ﺍﳋﺎﺻﺔ ﻭﺻﻮﻻﹰ ﻟﱰﻗﻴﺔ‬
‫ﺍﳊﺎﻟﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺑﺈﻃﺮﺍﺩ‪ ،‬ﻭﻳﺘﻄﻠﺐ ﺫﻟﻚ ﺑﻨﺎﺀ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﴩﻳﺔ ﺍﳌﻤﻜﻨﺔ‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻨﺎﺟﺢ ﳍﺬﻩ ﺍﻟﻘﺪﺭﺍﺕ“)‪.(٢‬‬
‫ﻛﲈ ﻳﺮﻱ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﺃﻥ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﻫﻮ ” ﺇﺣﺪﺍﺙ ﳎﻤﻮﻋﺔ‬
‫ﻣﻦ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﰲ ﻃﺒﻴﻌﺔ ﺍﳌﺤﻴﻂ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺗﻨﻈﻴﻤﻪ‬
‫ﻟﻴﺼﺒﺢ ﺃﻛﺜﺮ ﺍﺳﺘﺠﺎﺑﺔ ﻭﺍﻧﺴﺠﺎﻣ ﹰﺎ ﻣﻊ ﲢﺪﻳﺎﺕ ﺍﻟﻌﻮﳌﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﻋﺎﳌﻴﺔ ﺍﳌﻌﺮﻓﺔ“‪.‬‬
‫ﻭﻳﻌﺮﻓﻪ ﺑﻌﺾ ﺍﻻﻗﺘﺼﺎﺩﻳﲔ ﺑﺄﻧﻪ“ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺬﻱ ﻳﺪﻭﺭ ﺣﻮﻝ‬
‫ﺍﳊﺼﻮﻝ ﻋﲇ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻮﻇﻴﻔﻬﺎ ﻭﺍﺑﺘﻜﺎﺭﻫﺎ ﲠﺪﻑ ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﺍﳊﻴﺎﺓ‬
‫)‪ (١‬ﺭﺍﺟﻊ ﰲ ﺫﻟﻚ‪ :‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪ /.٢٥‬ﻧﺠﻢ ﻋﺒﻮﺩ ﻧﺠﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪،‬‬
‫ﺹ‪.٢٥‬‬
‫)‪ (٢‬ﻋﲇ ﻓﻼﺡ ﺍﻟﺰﻋﺒﻲ‪ ،‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﲇ ﺍﻹﺑﺪﺍﻉ ﻛﻤﺪﺧﻞ ﺭﻳﺎﺩﻱ ﰲ ﻇﻞ ﺍﻗﺘﺼﺎﺩ‬
‫ﺍﳌﻌﺮﻓﺔ‪ :‬ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺍﳉﺰﺍﺋﺮ ﻭﺍﻷﺭﺩﻥ‪ ،‬ﺃﺑﺤﺎﺙ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻭﺇﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪،١٠‬‬
‫‪ ،٢٠١١‬ﺹ ﺹ‪.١٦١-١٦٠‬‬

‫‪134‬‬
‫‪‬‬

‫ﺑﻤﺠﺎﻻﲥﺎ ﻛﺎﻓﺔ ﻣﻦ ﺧﻼﻝ ﺍﻹﻓﺎﺩﺓ ﻣﻦ ﺧﺪﻣﺔ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﺛﺮﻳﺔ‪ ،‬ﻭﺗﻄﺒﻴﻘﺎﺕ‬

‫ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻣﺘﻄﻮﺭﺓ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻘﻞ ﺍﻟﺒﴩﻱ ﻛﺮﺃﺱ ﻟﻠﲈﻝ‪ ،‬ﻭﺗﻮﻇﻴﻒ‬
‫ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻹﺣﺪﺍﺙ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﰲ ﻃﺒﻴﻌﺔ‬
‫ﺍﳌﺤﻴﻂ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺗﻨﻈﻴﻤﻪ ﻟﻴﺼﺒﺢ ﺃﻛﺜﺮ ﺍﺳﺘﺠﺎﺑﺔ ﻭﺍﻧﺴﺠﺎﻣ ﹰﺎ ﻣﻊ ﲢﺪﻳﺎﺕ‬
‫ﺍﻟﻌﻮﳌﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﻋﺎﳌﻴﺔ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﺴﺘﺪﺍﻣﺔ“)‪.(١‬‬
‫ﻭﺃﺧﲑ ﹰﺍ ﻳﻌﺮﻓﻪ ﺍﻟﺒﻌﺾ ﺑﺄﻧﻪ ” ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﻟﻠﺘﻄﻮﺭ ﺍﳌﻌﺮﰲ‬
‫ﻭﺍﻹﺑﺪﺍﻉ ﺍﻟﻌﻠﻤﻲ ﺍﻟﻮﺯﻥ ﺍﻷﻛﱪ ﰲ ﻧﻤﻮﻩ‪ ،‬ﻭﻳﻘﻮﻡ ﻋﲇ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ‬
‫)ﻋﲈﻝ ﺍﳌﻌﺮﻓﺔ( ﻋﻠﻤﻴ ﹰﺎ ﻭﻣﻌﺮﻓﻴ ﹰﺎ ﻛﻲ ﺗﺘﻤﻜﻦ ﻣﻦ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ‬
‫ﻭﺍﳌﺘﻄﻮﺭﺓ ﻣﻌﺘﻤﺪ ﹰﺍ ﻋﲇ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻲ ﻳﻤﺘﻠﻜﻬﺎ ﺍﻟﻌﻨﴫ ﺍﻟﺒﴩﻱ ﻛﻤﻮﺭﺩ‬
‫ﺍﺳﺘﺜﲈﺭﻱ‪ ،‬ﻭﻛﺴﻠﻌﺔ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ‪ ،‬ﻭﻛﺨﺪﻣﺔ ﻭﻛﻤﺼﺪﺭ ﻟﻠﺪﺧﻞ ﺍﻟﻘﻮﻣﻲ)‪.(٢‬‬
‫‪Zڜ仇€a@Öbñn”a@…fl@Ú‹ÅaÜn‡€a@·ÓÁb–‡€a‬‬
‫ﻳﺘﺪﺍﺧﻞ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻣﻊ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺘﻘﺎﺭﺑﺔ ﻭﺍﻟﺘﻲ‬
‫ﻳﻌﺘﱪﻫﺎ ﺍﻟﺒﻌﺾ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻣﱰﺍﺩﻓﺔ‪ ،‬ﻭﻟﻜﻨﻨﺎ ﺑﺎﻷﳘﻴﺔ ﺑﻤﻜﺎﻥ‬
‫ﻻﺑﺪ ﻣﻦ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻴﻬﺎ ﺗﻔﺼﻴﻼﹰ‪ ،‬ﻹﻳﻀﺎﺡ ﺃﻭﺟﻪ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ‬
‫ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﻦ ﻫﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ‪:‬‬

‫)‪ (١‬ﻣﻨﻲ ﻣﺆﲤﻦ‪ ،‬ﺩﻭﺭ ﺍﻟﻨﻈﺎﻡ ﺍﻟﱰﺑﻮﻱ ﺍﻷﺭﺩﲏ ﰲ ﺍﻟﺘﻘﺪﻡ ﻧﺤﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪ ،‬ﺭﺳﺎﻟﺔ‬
‫ﺍﳌﻌﻠﻢ‪ ،‬ﺍﳌﺠﻠﺪ ‪ ،٤٣‬ﺍﻟﻌﺪﺩ‪ ،١‬ﻋﲈﻥ‪ ،٢٠٠٤ ،‬ﺹ‪.٢٣‬‬
‫)‪ (٢‬ﺻﻼﺡ ﺳﺎﱂ ﺯﺭﻧﻮﻗﺔ‪ ،‬ﻗﺮﺍﺀﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﺘﺎﺡ ﻋﲇ ﺍﻟﺮﺍﺑﻂ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪hp://www.ahram.org.eg‬‬

‫‪135‬‬
 ‫‪‬‬

‫‪ -‬ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

‫‪ -‬ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ‪.‬‬
‫ﺃ( ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻳﻘﺼﺪ ﺑﺎﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﺘﻲ ﺗﺘﺤﻤﻠﻬﺎ‬
‫ﺍﳌﻨﺸﺄﺓ ﺃﻭ ﺍﳉﻬﺔ ﺍﻟﺘﻲ ﺗﻌﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺘﻢ ﻣﻌﺎﳉﺘﻬﺎ ﻟﻠﺨﺮﻭﺝ ﺑﻤﻌﻠﻮﻣﺎﺕ ﺗﻔﻴﺪ‬
‫ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻟﻘﺪ ﺗﻄﻮﺭ ﺍﻟﻌﻠﻢ ﰲ ﺍﻵﻭﻧﺔ ﺍﻷﺧﲑﺓ ﺑﺸﻜﻞ ﴎﻳﻊ ﺟﺪ ﹰﺍ‪ ،‬ﻓﻘﺪ‬
‫ﺗﻢ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺗﻮﻇﻴﻔﻬﺎ ﰲ ﺧﺪﻣﺔ ﺍﳊﺼﻮﻝ ﻋﲇ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺄﻗﻞ ﺗﻜﻠﻔﺔ ﳑﻜﻨﺔ‪ ،‬ﻓﻘﺪ ﺗﻢ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﰲ‬
‫ﺍﻟﻘﻄﺎﻉ ﺍﳌﺎﱄ ﺣﻴﺚ ﺣﻞ ﳏﻞ ﺍﻷﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ﻭﺍﻟﱪﺍﻣﺞ‬
‫ﺍﳌﺴﺎﻋﺪﺓ ﺍﻟﺘﻲ ﺗﻘﻮﻡ ﺑﺎﻟﻌﻤﻞ ﺑﺎﻟﺪﻗﺔ ﻭﺍﻟﴪﻋﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻭﺑﺄﻗﻞ ﺗﻜﻠﻔﺔ ﳑﻜﻨﺔ ﳑﺎ‬
‫ﻗﺪ ﻭﻓﺮ ﻋﲇ ﺍﳌﻨﺸﺄﺓ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺎﻝ ﻟﺘﺤﻘﻴﻖ ﺃﺭﺑﺎﺡ ﻣﻦ ﺧﻼﻝ ﺗﻘﻠﻴﺺ ﻋﺪﺩ‬
‫ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻭﻳﻤﻜﻦ ﺃﻥ ﻧﻄﻠﻖ ﻋﲇ ﺍﳌﻨﺸﺄﺓ ﺍﻟﺘﻲ ﺗﺴﻌﻲ ﺇﱄ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ‬
‫ﺑﺎﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ)‪.(١‬‬
‫‪ (٢‬ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ‪:‬‬
‫ﺇﻥ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ ﻫﻮ ﺍﻟﺘﺴﻤﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻺﺷﺎﺭﺓ ﺇﱄ ﺍﻻﻗﺘﺼﺎﺩ‬
‫ﺍﻟﻘﺎﺋﻢ ﻋﲇ ﺍﻻﻧﱰﻧﺖ ﺃﻭ ﺍﻗﺘﺼﺎﺩ ﺍﻟﻮﺏ‪ .‬ﻭﻫﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺬﻱ ﻳﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺍﻟﺮﻗﻤﻴﺎﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﺍﻟﺰﺑﺎﺋﻦ ﺍﻟﺮﻗﻤﻴﲔ ﻭﺍﻟﴩﻛﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ‪،‬‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﺍﳌﻨﺘﺠﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ‪.‬‬

‫)‪ (١‬ﺣﺴﲔ ﻋﺒﺪ ﺍﳉﻠﻴﻞ ﺁﻝ ﻏﺰﻭﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٧-٦‬‬

‫‪136‬‬
‫‪‬‬

‫ﻛﲈ ﻳﻘﺼﺪ ﺑﺎﻻﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ ﺍﻟﺘﻔﺎﻋﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ ﻭﺍﻟﺘﻨﺴﻴﻖ ﺍﳌﺴﺘﻤﺮ‬

‫ﺑﲔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺑﲔ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻘﻮﻣﻲ ﻭﺍﻟﻘﻄﺎﻋﻲ ﻭﺍﻟﺪﻭﱄ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻱ ﺑﲈ ﳛﻘﻖ ﺍﻟﺸﻔﺎﻓﻴﺔ‬
‫ﻭﺍﻟﻔﻮﺭﻳﺔ ﻭﺍﻹﺗﺎﺣﺔ ﳉﻤﻴﻊ ﺍﳌﺆﴍﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﺴﺎﻧﺪﺓ ﳉﻤﻴﻊ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﳌﺎﻟﻴﺔ ﰲ ﺍﻟﺪﻭﻟﺔ ﺧﻼﻝ ﻓﱰﺓ ﻣﺎ‪ .‬ﻭﺑﺎﻟﺘﺤﺪﻳﺪ ﺗﻘﻮﻡ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺃﺩﻭﺍﲥﺎ ﺍﳌﺨﺘﻠﻔﺔ ﻣﺜﻞ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬
‫)ﺍﻻﻧﱰﻧﺖ( ﲢﻮﻳﻞ ﻭﺗﻐﻴﲑ ﺃﻧﲈﻁ ﺍﻷﺩﺍﺀ ﺍﻻﻗﺘﺼﺎﺩﻱ ﰲ ﺍﳌﺎﻝ ﻭﺍﻷﻋﲈﻝ‬
‫ﻭﺍﻟﺘﺠﺎﺭﺓ ﻭﺍﻻﺳﺘﺜﲈﺭ ﻣﻦ ﺍﻟﺸﻜﻞ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺇﱄ ﺍﻟﺸﻜﻞ ﺍﻟﻔﻮﺭﻱ ﺑﲈ ﳛﻘﻖ‬
‫ﲢﺴﲔ ﺍﳌﺮﻛﺰ ﺍﻟﺘﻨﺎﻓﴘ ﺑﻌﻨﴫ ﺍﻟﻮﻗﺖ ﺃﻱ ﺍﳌﻨﺎﻓﺴﺔ ﺑﺎﻟﻮﻗﺖ)‪.(١‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱄ ﻣﺎ ﺳﺒﻖ ﻳﺴﺎﻋﺪ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ ﻋﲇ ﺯﻳﺎﺩﺓ ﺍﻧﺪﻣﺎﺝ‬
‫ﺍﻗﺘﺼﺎﺩ ﺍﻟﺪﻭﻟﺔ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﳌﻲ ﻭﺯﻳﺎﺩﺓ ﻓﺮﺹ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﻌﺎﳌﻴﺔ‬
‫ﻭﺍﻟﻮﺻﻮﻝ ﺇﱄ ﺍﻷﺳﻮﺍﻕ ﺍﻟﻌﺎﳌﻴﺔ ﻭﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﻟﺴﻮﻗﻴﺔ ﺍﻟﺘﻲ ﻛﺎﻥ ﻣﻦ‬
‫ﺍﻟﺼﻌﺐ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﰲ ﺍﳌﺎﴈ‪.‬‬
‫ﻛﲈ ﺃﻥ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ ﻫﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﺮﺗﻜﺰ ﻋﲇ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺮﺍﺑﻊ‬
‫ﺍﻟﺬﻱ ﻳﺘﻜﻮﻥ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﻋﲇ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﳌﻌﺮﻓﺔ‪،‬‬
‫ﺍﻟﻔﻨﻮﻥ‪ ،‬ﻭﺍﻷﺧﻼﻗﻴﺎﺕ‪.‬‬

‫)‪ (١‬ﲪﺰﺓ ﺑﻌﲇ‪ ،‬ﺻﺎﻟﺢ ﳏﺮﺯ ﻭﺃﺧﺮﻭﻥ‪ ،‬ﺍﻟﻔﺠﻮﺓ ﺍﻟﺮﻗﻤﻴﺔ ﺑﲔ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﻭﺍﻟﺪﻭﻝ‬
‫ﺍﳌﺘﻘﺪﻣﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳊﺎﺝ ﳋﴬ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪،‬‬
‫‪ ،٢٠٠٨‬ﺹ‪.٤‬‬

‫‪137‬‬
 ‫‪‬‬

‫‪HQI‬‬
‫‪Öbñn”˝€@Ú»iâ˛a@pb«bĐ‘€a‬‬

‫ﺍﻟﺰﺭﺍﻋﺔ‪ ،‬ﺍﻟﻐﺎﺑﺎﺕ‪ ،‬ﺍﻟﺘﺪﺧﻴﻦ‪،‬‬

‫ﻭﺍﻟﺼﻴﺪ‬ ‫ﺍﻟﻘﻄﺎﻉ ﺍﻷﻭﻝ‬

‫ﺍﻟﻤﻘﺎﻟﻊ‪ ،‬ﺍﻟﺨﺎﻣﺎﺕ‪ ،‬ﺍﻟﻨﻔﻂ‬

‫ﺍﻟﺘﺼﻨﻴﻊ‬

‫ﺍﻟﻤﻨﺎﻓﻊ‬ ‫ﺍﻟﻘﻄﺎﻉ ﺍﻟﺜﺎﻧﻲ‬

‫ﺍﻟﺘﺸﻴﻴﺪ ﻭﺍﻟﺒﻨﺎء‬

‫ﺍﻟﺘﻤﻮﻳﻞ ﻭﺍﻟﺼﻴﺮﻓﺔ‬

‫ﺍﻟﻨﻘﻞ ﻭﺍﻻﺗﺼﺎﻻﺕ‬

‫ﺍﻟﻘﻄﺎﻉ ﺍﻟﺜﺎﻟﺚ‬
‫ﺍﻟﺴﻔﺮ‬

‫ﺍﻟﺨﺪﻣﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﺃﺧﺮﻱ‬

‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬

‫ﺍﻟﻤﻌﺮﻓﺔ‬ ‫ﺍﻟﻘﻄﺎﻉ ﺍﻟﺮﺍﺑﻊ‬

‫ﺍﻟﻔﻨﻮﻥ‬

‫ﺍﻷﺧﻼﻗﻴﺎﺕ‬
‫)‪ (١‬ﻧﺠﻢ ﻋﺒﻮﺩ ﻧﺠﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٨٩‬‬

‫‪138‬‬
‫‪‬‬

‫‪ZHQIÈmb‡çÎ@ڜ仇€a@Öbñn”a@óˆbñÅ@ZbĆ r€bq‬‬
‫ﻳﺘﻤﻴﺰ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺑﺨﺼﺎﺋﺺ ﲡﻌﻠﻪ ﻧﻤﻄ ﹰﺎ ﺍﻗﺘﺼﺎﺩﻳ ﹰﺎ ﺟﺪﻳﺪ ﹰﺍ ﻳﻌﻤﻞ‬
‫ﻋﲇ ﺗﻐﲑ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺃﺳﺴﻪ‪ ،‬ﻭﻣﻦ ﺃﳘﻬﺎ‪:‬‬
‫ﺃ‪ .‬ﺍﳌﻮﺭﺩ ﺍﻷﺳﺎﳼ ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺮﺋﻴﴘ ﻓﻴﻪ ﻫﻮ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻲ ﺗﺸﻜﻞ‬
‫ﺃﻫﻢ ﻣﺼﺎﺩﺭ ﺍﻟﺜﺮﻭﺓ ﻭﺍﻟﺴﻠﻄﺔ‪.‬‬
‫ﺏ‪ .‬ﺍﻟﻌﺎﳌﻴﺔ‪ :‬ﻳﻌﻤﻞ ﻣﻦ ﺧﻼﻝ ﺍﻗﺘﺼﺎﺩ ﻋﺎﳌﻲ ﻣﻔﺘﻮﺡ‪ ،‬ﺑﻔﻀﻞ‬
‫ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ ﺍﳍﺎﺋﻠﺔ‪ ،‬ﻭﻳﺪﻓﻊ ﻧﺤﻮ ﺍﻟﺘﻜﺎﻣﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻟﻌﺎﳌﻲ‪.‬‬
‫ﺕ‪ .‬ﺍﻟﺘﺒﻌﺜﺮ‪ :‬ﺇﺫﺍ ﺃﺗﺎﺣﺖ ﺍﻟﺘﻘﻨﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺍﻻﻃﻼﻉ ﻋﲇ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﻗﺒﻞ‬
‫ﺍﳉﻤﻴﻊ‪ ،‬ﻭﺑﺪﺃ ﺍﺣﺘﻜﺎﺭ ﺍﻟﴩﻛﺎﺕ ﺍﻟﻜﱪﻱ ﳍﺎ ﻳﺘﻬﺎﻭﻱ ﻟﺼﺎﻟﺢ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫ﻼ ﻭﻛﺜﻴﻔ ﹰﺎ ﻣﻦ ﺍﳌﻨﺘﺠﺎﺕ ﺍﳌﺘﻨﻮﻋﺔ ﺗﻠﺒﻲ‬
‫ﺙ‪ .‬ﺍﻟﺘﻨﻮﻉ‪ :‬ﻳﻮﻓﺮ ﻃﻴﻔ ﹰﺎ ﻫﺎﺋ ﹰ‬
‫ﺣﺎﺟﺎﺕ ﳐﺘﻠﻒ ﴍﺍﺋﺢ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﴩﻛﺎﺕ ﻭﺭﻏﺒﺎﲥﺎ‪ ،‬ﺑﻌﺪ ﺃﻥ ﻛﺎﻧﺖ‬
‫ﺗﺴﺘﻬﺪﻑ ﺍﻟﴩﺍﺋﺢ ﺍﻟﻜﱪﻱ ﻓﻘﻂ‪ ،‬ﻭﺑﲈ ﻳﴪﻉ ﻣﻦ ﺗﺼﻤﻴﻢ ﺍﳌﻨﺘﺞ ﻭﺇﻧﺘﺎﺟﻪ‬

‫)‪ (١‬ﺭﺍﺟﻊ ﰲ ﺫﻟﻚ‪ :‬ﳏﻤﺪ ﻣﺮﻳﺎﰐ‪ ،‬ﺍﻻﻗﺘﺼﺎﺩ ﺍﳉﺪﻳﺪ‪ ،‬ﺭﻭﻗﺔ ﻣﻘﺪﻣﺔ ﳌﺆﲤﺮ ﺍﳉﻤﻌﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫ﺍﻟﻌﲈﻧﻴﺔ ﺣﻮﻝ »ﺍﻻﻗﺘﺼﺎﺩ ﺍﳉﺪﻳﺪ‪ :‬ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﺒﻨﻲ ﻋﲇ ﺍﳌﻌﺮﻓﺔ«‪ ،‬ﻣﺴﻘﻂ‪ ،‬ﺧﻼﻝ ﺍﻟﻔﱰﺓ‬
‫ﻣﻦ ‪٢‬ﺇﱄ ‪٣‬ﺃﻛﺘﻮﺑﺮ ‪ /.٢٠٠٥‬ﻧﺠﻢ ﻋﺒﻮﺩ ﻧﺠﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪ /.١٩٧‬ﳏﻤﺪ ﺟﺒﺎﺭ‬
‫ﻃﺎﻫﺮ ﺍﻟﺸﻤﺮﻱ‪ ،‬ﺩﻭﺭ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﰲ ﲢﻘﻴﻖ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ :‬ﻣﴫ ﻧﻤﻮﺫﺟ ﹰﺎ‪ ،‬ﺹ‬
‫‪ ،١٢٠‬ﻣﺘﺎﺡ ﻋﲇ ﺍﻟﺮﺍﺑﻂ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪hp://www.uokufa.edu.iq/journals/index.php/ghjec/arcle/view/1727‬‬
‫ﻛﲈﻝ ﻣﻨﺼﻮﺭﻱ‪ ،‬ﻋﻴﴘ ﺧﻠﻴﻔﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٥٤‬‬
‫‪David Begg, Economics, The Mc Graw-Hill Companies, London, 2003, p89.‬‬

‫‪139‬‬
 ‫‪‬‬

‫ﻭﻳﺘﺠﺎﻭﺯ ﺍﻷﺧﻄﺎﺀ‪ ،‬ﻭﻳﻘﻠﺺ ﺣﺠﻢ ﺍﻟﺘﺨﺰﻳﻦ‪.‬‬

‫ﺝ‪ .‬ﺍﻻﻧﻔﺘﺎﺡ‪ :‬ﺃﺻﺒﺢ ﺗﻌﺎﻭﻥ ﺍﻟﴩﻛﺎﺕ ﻭﺣﺘﻲ ﻣﻊ ﺍﻷﻓﺮﺍﺩ ﻹﻧﺘﺎﺝ‬
‫ﺍﳌﻌﺮﻓﺔ ﺃﻣﺮ ﹰﺍ ﻃﺒﻴﻌﻴ ﹰﺎ ﻭﻣﻄﻠﻮﺑ ﹰﺎ‪ ،‬ﺿﻤﻦ ﺇﻃﺎﺭ ﴍﺍﻛﺔ ﺗﺘﺨﻄﻲ ﺍﳊﺪﻭﺩ‬
‫ﻭﺍﻟﻌﻘﻠﻴﺔ ﺍﳌﺮﻛﺰﻳﺔ ﺍﻟﻀﻴﻘﺔ‪.‬‬
‫ﺡ‪ .‬ﻧﻤﻮﺫﺝ ﺟﺪﻳﺪ ﻟﻺﺩﺍﺭﺓ ﻳﺴﺘﻨﺪ ﺇﱄ ﻣﻨﻈﻮﺭ ﻣﺘﻜﺎﻣﻞ ﻣﻦ ﺍﳌﻌﺮﻓﺔ‪،‬‬
‫ﻭﻳﺘﻌﺎﻣﻞ ﺑﻨﻈﺮﺓ ﺷﻤﻮﻟﻴﺔ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﺗﺘﺠﺎﻭﺯ ﺍﳌﺪﻱ ﺍﻟﻘﺼﲑ‬
‫ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺑﺎﻟﴩﻛﺔ ﻓﻘﻂ‪.‬‬
‫ﺥ‪ .‬ﻗﻮﺓ ﻋﻤﻞ ﺗﺘﻤﺘﻊ ﺑﻤﻬﺎﺭﺍﺕ ﻭﺧﱪﺍﺕ ﻋﺎﻟﻴﺔ ﻭﻗﺎﺑﻠﺔ ﻟﻠﺘﻄﻮﺭ ﺑﺸﻜﻞ‬
‫ﻣﺴﺘﻤﺮ‪ ،‬ﻭﺗﻌﻤﻞ ﻣﻦ ﺧﻼﻝ ﻓﺮﻳﻖ ﻋﻤﻞ ﻣﺘﻜﺎﻣﻞ ﻳﺴﺘﻄﻴﻊ ﻛﻞ ﻓﺮﺩ ﻓﻴﻪ ﰲ‬
‫ﺃﻱ ﻣﺮﺣﻠﺔ ﺃﻥ ﻳﺒﺪﻱ ﻣﻼﺣﻈﺎﺗﻪ ﻭﺍﻗﱰﺍﺣﺎﺗﻪ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱄ ﺍﳌﺮﺣﻠﺔ‬
‫ﺍﻟﺘﻲ ﻳﻌﻤﻞ ﲠﺎ ﻭﺇﻧﲈ ﻟﻠﻤﺮﺍﺣﻞ ﺍﻷﺧﺮﻱ ﺃﻳﻀ ﹰﺎ‪.‬‬
‫ﺩ‪ .‬ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺜﻴﻒ ﻟﻠﻤﻌﺮﻓﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﻭﺑﺎﻟﺬﺍﺕ ﻋﺎﻟﻴﺔ‬
‫ﺍﳌﺴﺘﻮﻱ ﰲ ﻋﻤﻞ ﺍﻻﻗﺘﺼﺎﺩ ﻭﰲ ﺃﺩﺍﺀ ﻧﺸﺎﻃﺎﺗﻪ ﻭﰲ ﺗﻮﺳﻌﻪ ﻭﻧﻤﻮﻩ‪.‬‬
‫ﺫ‪ .‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﻭﺗﻜﻮﻳﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻫﻲ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻷﺳﺎﺳﻴﺔ‬
‫ﻟﺘﻜﻮﻳﻦ ﺍﻟﺜﺮﻭﺓ ﺍﳌﺘﺠﺪﺩﺓ‪.‬‬
‫ﺭ‪ .‬ﺍﻻﻋﺘﲈﺩ ﻋﲇ ﺍﳉﻬﺪ ﺍﻟﻔﻜﺮﻱ ﺑﺪﺭﺟﺔ ﺃﺳﺎﺳﻴﺔ ﰲ ﻋﻤﻞ ﺍﻗﺘﺼﺎﺩ‬
‫ﺍﳌﻌﺮﻓﺔ ﻭﰲ ﺍﻟﻘﻴﺎﻡ ﺑﻨﺸﺎﻃﺎﺗﻪ‪ ،‬ﻭﺇﺣﻼﻟﻪ ﳏﻞ ﺍﳉﻬﺪ ﺍﻟﻌﻀﲇ‪ ،‬ﻭﺇﺣﻼﻝ‬
‫ﺍﻟﻌﻤﻞ ﺍﻟﻔﻜﺮﻱ ﺍﻟﻘﺎﺋﻢ ﻋﲇ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﻧﻮﻋﻴﺔ ﺃﻋﲇ ﳏﻞ ﺍﻟﻌﻤﻞ ﺍﻟﻔﻜﺮﻱ‬

‫‪140‬‬
‫‪‬‬

‫ﻣﻦ ﻧﻮﻋﻴﺔ ﺃﺩﲏ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ ﻭﻣﺘﺰﺍﻳﺪ ﻭﻣﺘﺴﺎﺭﻉ‪.‬‬

‫ﺯ‪ .‬ﰲ ﺇﻃﺎﺭ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﲢﻘﻖ ﺍﻟﻨﺸﺎﻃﺎﺕ ﻗﻴﻤﺔ ﻣﻀﺎﻓﺔ ﻣﺮﺗﻔﻌﺔ‬
‫ﻧﺘﻴﺠﺔ ﺍﻋﺘﲈﺩﻫﺎ ﻋﲇ ﺍﳌﺪﺧﻼﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻛﻨﺸﺎﻃﺎﺕ ﺍﻟﺒﺤﺚ ﻭﺍﻟﱪﳎﻴﺎﺕ‪.‬‬
‫ﺱ‪ .‬ﺧﻀﻮﻉ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻟﻘﺎﻧﻮﻥ ﺗﺰﺍﻳﺪ ﺍﻟﻌﻮﺍﺋﺪ ﺃﻱ ﺗﻨﺎﻗﺺ‬
‫ﺍﻟﺘﻜﺎﻟﻴﻒ ﺑﺪﻻﹰ ﻣﻦ ﻗﺎﻧﻮﻥ ﺗﻨﺎﻗﺺ ﺍﻟﻌﻮﺍﺋﺪ‪ ،‬ﺃﻱ ﺗﺰﺍﻳﺪ ﺍﻟﺘﻜﺎﻟﻴﻒ‪.‬‬
‫ﺵ‪ .‬ﺇﻥ ﻧﺸﺎﻃﺎﺕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﺍﺭﺗﺒﺎﻃﻬﺎ ﺑﻤﻀﺎﻣﻴﻨﻪ ﻭﻣﻌﻄﻴﺎﺗﻪ‬
‫ﻭﺗﻘﻨﻴﺎﺗﻪ ﲢﻘﻖ ﻭﻓﻮﺭﺍﺕ ﺩﺍﺧﻠﻴﺔ ﻭﺧﺎﺭﺟﻴﺔ‪ ،‬ﺑﺤﻴﺚ ﺗﺘﻀﻤﻦ ﺧﻔﺾ‬
‫ﻭﺍﺿﺢ ﰲ ﺍﻟﺘﻜﺎﻟﻴﻒ‪.‬‬
‫ﺹ‪ .‬ﻳﺘﺴﻢ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻹﴎﺍﻉ ﻋﲇ ﻛﻴﻔﻴﺔ ﺇﻧﺘﺎﺝ ﻭﻧﴩ ﻭﲣﺰﻳﻦ‬
‫ﺍﳌﻌﺮﻓﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺍﳌﻮﺭﺩ ﺭﻗﻢ ﻭﺍﺣﺪ ﰲ ﻫﺬﺍ ﺍﻻﻗﺘﺼﺎﺩ ﺑﺎﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺜﻴﻒ‬
‫ﻭﺍﻷﻣﺜﻞ ﻟﺘﻘﻨﻴﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪.‬‬
‫ﺽ‪ .‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﺍﻗﺘﺼﺎﺩ ﺍﻓﱰﺍﴈ ﻷﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﺎﻧﺔ‬
‫ﺍﳌﻼﺋﻤﺔ ﳜﻠﻖ ﺃﺳﻮﺍﻗ ﹰﺎ ﻭﻣﻨﺸﺄﺕ ﺍﻓﱰﺍﺿﻴﺔ ﺗﻠﻐﻲ ﻗﻴﻮﺩ ﺍﻟﺰﻣﺎﻥ ﻭﺍﳌﻜﺎﻥ ﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ ﺍﻟﺘﻲ ﺗﻮﻓﺮ ﻛﺜﲑ ﹰﺍ ﻣﻦ ﺍﳌﺰﺍﻳﺎ ﻣﻦ ﺣﻴﺚ ﲣﻔﻴﺾ‬
‫ﺍﻟﺘﻜﻠﻔﺔ ﻭﺭﻓﻊ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﴪﻋﺔ ﰲ ﺗﻨﻔﻴﺬ ﺍﳌﻌﺎﻣﻼﺕ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﻣﻦ ﺟﻬﺔ‬
‫ﺃﺧﺮﻱ ﺻﻌﻮﺑﺔ ﺑﻤﻜﺎﻥ ﺗﻄﺒﻴﻖ ﺍﻟﻘﻮﺍﻧﲔ ﻭﺍﻟﻘﻴﻮﺩ ﻭﺍﻟﴬﺍﺋﺐ ﻋﲇ ﺃﺳﺎﺱ‬
‫ﻗﻮﻣﻲ ﺑﺤﺖ‪.‬‬
‫ﻁ‪ .‬ﺗﻔﻌﻴﻞ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻛﻤﺤﺮﻙ ﻟﻠﺘﻐﻴﲑ ﻭﺍﻟﺘﻨﻤﻴﺔ‪،‬‬

‫‪141‬‬
 ‫‪‬‬

‫ﻭﺗﻮﻇﻴﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﻔﻌﺎﻟﻴﺔ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ ﻻ ﳏﺎﻟﺔ‬

‫ﺇﱄ ﺗﻐﻴﲑ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻘﺪﻳﻤﺔ ﻭﺍﺳﺘﺤﺪﺍﺛﻬﺎ ﺑﻮﻇﺎﺋﻒ ﺟﺪﻳﺪﺓ ﺑﺴﺒﺐ ﺍﻧﺘﻘﺎﻝ‬
‫ﺍﻟﻨﺸﺎﻁ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻣﻦ ﺇﻧﺘﺎﺝ ﺍﻟﺴﻠﻊ ﻭﺻﻨﺎﻋﺘﻬﺎ ﺇﱄ ﺇﻧﺘﺎﺝ ﺍﳋﺪﻣﺎﺕ‬
‫ﺍﳌﻌﺮﻓﻴﺔ ﻭﺻﻨﺎﻋﺘﻬﺎ‪.‬‬
‫ﻅ‪ .‬ﺍﻟﻨﻤﻮ ﺍﳌﺴﺘﺪﺍﻡ ﻫﻮ ﺍﻟﻨﻤﻂ ﺍﳉﺪﻳﺪ ﻧﺘﻴﺠﺔ ﺍﻟﱰﺍﻛﻢ ﺍﳌﻌﺮﰲ )ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳌﺘﺠﺪﺩﺓ( ﻣﻦ ﺟﻬﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺮﻗﻤﻴﺔ ﻭﺍﻟﺘﺸﺒﻜﻴﺔ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑﻌﺪ ﺑﺼﻔﺔ ﻓﻌﺎﻟﺔ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻱ ﺣﻴﺚ ﺃﻋﺪﺕ ﺩﺭﺍﺳﺔ‬
‫ﻋﲇ ﻋﻴﻨﺔ ﻣﻦ ﺍﻟﴩﻛﺎﺕ ﺃﻥ ﻫﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ ﻳﻤﻜﻦ ﺃﻥ ﺗﺆﺩﻱ ﺇﱄ ﲢﺴﲔ‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ ﰲ ‪ %٥١‬ﻣﻦ ﺍﻟﴩﻛﺎﺕ ﻭﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺑـ ‪ ،%٣٩‬ﲢﺴﲔ‬
‫ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﰲ ‪ ،%٣٦‬ﺇﺛﺮﺍﺀ ﻋﻼﻗﺎﺕ ﺍﻟﺰﺑﻮﻥ ﻭﻛﺬﻟﻚ ﺗﻄﻮﻳﺮ ﺗﻄﺒﻴﻘﺎﺕ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ ﺑـ ‪.%٣٣‬‬
‫ﻉ‪ .‬ﺍﳌﻨﻈﻮﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪:‬ﺇﻥ ﺍﻟﺘﺪﻓﻖ ﺍﳊﺮ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻋﱪ ﺍﻟﺸﺒﻜﺎﺕ‬
‫ﺍﻟﻌﺎﳌﻴﺔ )ﺍﻹﻧﱰﻧﺖ( ﻳﻨﺸﺊ ﺣﺴ ﹰﺎ ﻭﻭﻋﻴ ﹰﺎ ﺃﻛﱪ ﺑﺎﻟﻘﻀﺎﻳﺎ ﺍﻷﺧﻼﻗﻴﺔ ﺍﳌﺠﺘﻤﻌﻴﺔ‪.‬‬
‫ﻣﻦ ﺧﻼﻝ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺴﺎﺑﻘﺔ ﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻳﻤﻜﻦ ﺍﳌﻘﺎﺭﻧﺔ ﺑﻴﻨﻪ ﻭﺑﲔ‬
‫ﻣﺎ ﺍﺻﻄﻠﺢ ﻋﲇ ﺗﺴﻤﻴﺘﻪ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻘﺪﻳﻢ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬

‫‪142‬‬
‫‪‬‬

‫‪Ô«b‰ñ€a@Öbñn”¸aÎ@Ô‡”ä€a@Öbñn”¸a@ÂÓi@Ú„âb‘fl‬‬

‫‪HԜ仇€aI@ÜÌÜv€a@Öbñn”¸a‬‬ ‫‪@·ÌÜ‘€a@Öbñn”¸a‬‬ ‫‪ÚÌÖbñn”¸a@óˆbñÇ€a‬‬

‫‪HÔ«b‰ñ€aI‬‬
‫ﻣﺘﺤﺮﻛﺔ‬ ‫ﺛﺎﺑﺘﺔ‬ ‫* ﺍﻷﺳﻮﺍﻕ‬
‫ﻋﺎﻣﺔ ﻭﳏﻠﻴﺔ‬ ‫ﻭﻃﻨﻴﺔ‬ ‫* ﺍﳌﻨﺎﻓﺴﺔ‬
‫ﻋﲇ ﺍﻟﺸﺒﻜﺔ‬ ‫ﻣﺘﺴﻠﺴﻞ –ﺑﲑﻭﻗﺮﺍﻃﻲ‬ ‫* ﺍﻟﻨﻈﺎﻡ‬
‫ﺍﻟﺘﻜﻴﻒ ﻭﺍﻟﺘﻄﺎﺑﻖ ﻭﲢﻘﻴﻖ ﺃﻛﱪ‬ ‫ﺍﻟﺘﺸﻐﻴﻞ ﺍﻟﺘﺎﻡ‬ ‫* ﺍﻟﻜﺘﻠﺔ ﺍﻷﺟﺮﻳﺔ‪:‬‬
‫ﻋﺎﺋﺪ‬ ‫ﻗﺪﺭﺍﺕ ﳏﺪﻭﺩﺓ‬ ‫ﺍﳍﺪﻑ ﺍﻟﺴﻴﺎﳼ‬
‫ﻗﺪﺭﺍﺕ ﻣﺘﻨﻮﻋﺔ‪ ،‬ﻣﺘﻐﲑﺓ‬ ‫ﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻘﺪﺭﺓ ﻭﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺍﳊﻴﺎﺓ‬
‫ﻭﻣﺘﻌﺪﺩﺓ‪.‬‬ ‫ﻣﺘﻀﺎﺩﺓ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻄﻠﻮﺏ‬
‫ﺍﻟﺸﻬﺎﺩﺓ‬ ‫ﺛﺎﺑﺖ‬ ‫ﺇﺩﺍﺭﺓ ﺍﳌﺴﺘﺨﺪﻣﲔ‬
‫ﻣﺘﻌﺎﻭﻧﺔ‬ ‫ﻃﺒﻴﻌﺔ ﺍﻟﺘﻮﻇﻴﻒ‬
‫ﲥﺪﻳﺪﺍﺕ ﻭﻓﺮﺹ‬

‫ﺍﻗﺘﺼﺎﺩ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ‬ ‫ﺍﻗﺘﺼﺎﺩ ﺍﳌﺼﻨﻊ‬

‫ﺇﻃﺎﺭ ﺍﻟﻘﺎﺭﺓ‬ ‫ﺇﻃﺎﺭ ﺍﻟﺪﻭﻟﺔ‬
‫ﺗﻮﺯﻳﻊ ﻋﱪ ﺍﻟﺸﺒﻜﺔ‬ ‫ﺗﻮﺯﻳﻊ ﺟﻮﺍﺭﻱ‬
‫ﺯﺑﺎﺋﻦ ﺣﺴﺐ ﺍﳊﺎﺟﺔ‬ ‫ﺃﻛﱪ ﻋﺪﺩ ﻣﻦ ﺍﻟﺰﺑﺎﺋﻦ‬ ‫ﻧﻘﺎﻁ ﺃﺧﺮﻱ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﲔ‬
‫ﺇﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺇﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﳌﻨﺎﻓﺴﺔ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬
‫ﺳﻮﻕ ﻗﺎﺋﻢ ﻋﲇ ﺍﻟﻄﻠﺐ‬ ‫ﺳﻮﻕ ﻗﺎﺋﻢ ﻋﲇ ﺍﻟﻌﺮﺽ‬ ‫ﺍﻟﺮﻗﻤﻲ ﻭﺍﻻﻗﺘﺼﺎﺩ‬
‫ﺍﻟﻌﻘﻮﻝ )ﺍﻷﺩﻣﻐﺔ( ﺍﻟﻌﺎﻣﻠﺔ‬ ‫ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ‬ ‫ﺍﻟﺼﻨﺎﻋﻲ )ﺍﻟﻘﺪﻳﻢ(‬

‫ﺍﻟﺪﻓﻊ ﻋﻦ ﻃﺮﻳﻖ ﺍﻻﻧﱰﻧﺖ‬ ‫ﺍﻟﺪﻓﻊ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺸﺒﻜﺔ‬

‫ﺍﻟﻘﺪﻳﻤﺔ ﻟﻠﺒﻨﻮﻙ‬

‫‪143‬‬
 ‫‪‬‬

‫‪HQI‬‬
‫‪Ô«b‰ñ€a@Öbñn”¸aÎ@Ô«aâå€a@Öbñn”¸bi@Ú„âb‘fl@Ԝ仇€a@Öbñn”¸a@óˆbñÅ‬‬

‫‪@Ԝ仇€a@Öbñn”¸a‬‬ ‫‪@Öbñn”¸a‬‬ ‫‪@Öbñn”¸a‬‬ ‫‪@óˆbñÇ€a‬‬

‫‪@Ô«b‰ñ€a‬‬ ‫‪@Ô«aâå€a‬‬
‫ﺍﳊﺎﺳﻮﺏ‬ ‫ﺍﻵﻟﺔ‬ ‫ﺍﳌﺤﺮﺍﺙ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ ﺍﳌﺴﻴﻄﺮﺓ‬
‫ﺍﳍﻨﺪﺳﺔ ﺍﳊﻴﻮﻳﺔ‬ ‫ﺍﳍﻨﺪﺳﺔ ﺍﳌﺪﻧﻴﺔ ﺍﳍﻨﺪﺳﺔ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ‬ ‫ﺍﻟﻌﻠﻢ‬
‫ﺍﻟﻨﻤﻮ ﺍﻟﺸﺨﴢ‬ ‫ﺍﻟﺜﺮﻭﺓ ﺍﳌﺎﺩﻳﺔ‬ ‫ﺍﻟﺒﻘﺎﺀ‬ ‫ﺍﳍﺪﻑ‬
‫ﻣﻌﻠﻮﻣﺎﺕ‪ /‬ﻣﻌﺮﻓﺔ‬ ‫ﺑﻀﺎﺋﻊ‬ ‫ﻃﻌﺎﻡ‬ ‫ﺍﳌﺨﺮﺟﺎﺕ‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬ ‫ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺎﺩﻱ‬ ‫ﺍﻷﺭﺽ‬ ‫ﺍﳌﺼﺎﺩﺭ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ‬
‫ﺍﻟﺸﺒﻜﺎﺕ‬ ‫ﺍﳌﺆﺳﺴﺔ‬ ‫ﺍﻟﻌﺎﺋﻠﺔ‬ ‫ﺷﻜﻞ ﺍﳌﻨﻈﻤﺔ‬
‫ﺍﻟﻌﻘﻞ‬ ‫ﺍﻟﺒﱰﻭﻝ‬ ‫ﺍﳊﻴﻮﺍﻧﺎﺕ‬ ‫ﻣﺼﺪﺭ ﺍﻟﻄﺎﻗﺔ‬
‫ﺭﺟﻞ ﺃﻋﲈﻝ‬ ‫ﺍﻟﻌﺎﻣﻞ‬ ‫ﻣﺰﺍﺭﻉ‬ ‫ﺍﻟﻌﻤﻞ‬

‫‪ZÈmb„ÏÿflÎ@ڜ仇€a@Öbñn”a@äïb‰«@ZbĆ »iaâ‬‬
‫ﻟﻼﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﻋﺪﺓ ﻋﻨﺎﴏ ﻭﻣﻘﻮﻣﺎﺕ ﺗﺪﻋﻤﻪ ﻭﺗﺜﺒﺖ ﻭﺟﻮﺩﻩ‬
‫ﻛﺎﻗﺘﺼﺎﺩ ﻗﻮﻱ ﻭﺗﺴﻬﻢ ﺑﻮﺟﻮﺩﻫﺎ ﰲ ﺃﻱ ﺍﻗﺘﺼﺎﺩ ﺑﺄﻥ ﺗﻀﻌﻪ ﺿﻤﻦ ﺗﺼﻨﻴﻒ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳌﺘﻘﺪﻣﺔ ﻭﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺇﲨﺎﳍﺎ ﺑﺎﻵﰐ‪:‬‬
‫‪ -‬ﺑﻨﻴﺔ ﲢﺘﻴﺔ ﳎﺘﻤﻌﻴﺔ ﻣﺘﻤﺜﻠﺔ ﰲ ﺍﳌﺆﻫﻼﺕ ﺍﻟﻔﻜﺮﻳﺔ ﺫﺍﺕ ﺍﳌﺴﺘﻮﻱ‬
‫ﺍﻟﻌﺎﱄ ﺍﻟﺘﻲ ﺗﻌﺘﱪ ﺑﻤﺜﺎﺑﺔ ﺍﻟﺪﻋﺎﻣﺔ ﺍﻟﻘﻮﻳﺔ ﻟﻼﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﻋﲇ ﺍﻟﺪﻭﻟﺔ‬
‫ﺧﻠﻖ ﺍﳌﻨﺎﺥ ﺍﳌﻨﺎﺳﺐ ﻹﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -‬ﺍﻟﺮﺑﻂ ﺍﻟﻮﺍﺳﻊ ﺫﻭ ﺍﳊﺰﻣﺔ ﺍﻟﻌﺮﻳﻀﺔ ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫)‪ (١‬ﺭﺑﺤﻲ ﻣﺼﻄﻔﻲ ﻋﻠﻴﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٣٩٣‬‬

‫‪144‬‬
‫‪‬‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﻜﻞ ﺃﻧﻮﺍﻋﻬﺎ‪ :‬ﺍﻧﱰﻧﺖ‪ ،‬ﺧﻄﻮﻁ ﺍﳍﺎﺗﻒ‪،‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺃﺟﻬﺰﺓ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪....‬ﺇﻟﺦ‪.‬‬
‫‪ -‬ﳎﺘﻤﻊ ﻣﺘﻌﻠﻢ ﻭﻣﺘﺨﻠﻖ‪ ،‬ﻭﻫﺬﺍ ﻳﺴﺘﻮﺟﺐ ﺍﻻﺳﺘﺜﲈﺭ ﻭﺍﻟﱰﻛﻴﺰ ﻋﲇ‬
‫ﻣﺴﺘﻮﻱ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﻌﻤﻞ ﻋﲇ ﺗﺪﻋﻴﻢ ﺍﻟﺘﺄﻫﻴﻞ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺴﺘﻤﺮ ﻭﺇﻗﺎﻣﺔ‬
‫ﺍﳌﺮﺍﻛﺰ ﻭﺍﳌﻌﺎﻫﺪ ﺍﳌﺆﻫﻠﺔ ﻟﻠﻨﻬﻮﺽ ﺑﻤﺴﺘﻮﻱ ﺍﻹﻃﺎﺭﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﻭﺯﻳﺎﺩﺓ‬
‫ﺍﳋﱪﺓ ﻟﺪﻱ ﺍﻟﻄﻠﺒﺔ ﺍﳌﺘﺨﺮﺟﲔ‪.‬‬
‫‪ -‬ﻋﲈﻝ ﻭﺻﻨﺎﻉ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﺬﻳﻦ ﻳﻤﺘﻠﻜﻮﻥ ﻣﻌﺮﻓﺔ ﻭﻗﺪﺭﺓ ﻋﲇ‬
‫ﺍﻟﺘﺴﺎﺅﻝ ﻭﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﺑﻜﻞ ﺗﻔﺎﺻﻴﻠﻬﺎ‪ ،‬ﺃﻱ ﺍﻟﺮﺑﻂ ﺑﲔ‬
‫ﺍﻟﺒﻨﻴﺔ ﺍﳌﺠﺘﻤﻌﻴﺔ ﻭﺍﳌﺠﺘﻤﻊ ﺍﳌﺘﻌﻠﻢ ﻟﻠﺤﺼﻮﻝ ﻋﲇ ﺃﻓﻀﻞ ﻧﺘﻴﺠﺔ ﳑﻜﻨﺔ ﻣﻦ‬
‫ﺍﻟﻌﲈﻝ ﺍﳌﻬﺮﺓ ﻣﻦ ﺫﻭﻱ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﳍﺎﺋﻠﺔ ﺣﻴﺚ ﺑﻠﻎ ﻧﺴﺒﺔ ﺍﻟﻴﺪ‬
‫ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﻗﻄﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻧﺴﺒﺔ ‪ %٦٦‬ﻣﻦ‬
‫ﺇﲨﺎﱄ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﺳﻨﺔ ‪ ٢٠٠٣‬ﺑﻌﺪ ﺃﻥ ﻛﺎﻧﺖ ﻻ ﺗﺘﻌﺪﻱ ‪ %١٩‬ﺳﻨﺔ ‪١٩٢٠‬‬
‫ﻭ‪ %٥٠‬ﰲ ﻣﻨﺘﺼﻒ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ‪.‬‬
‫‪ -‬ﻣﻨﻈﻮﻣﺔ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﻌﻠﻢ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‬
‫ﺍﻟﻔﺎﻋﻠﺔ‪ ،‬ﻓﺒﻔﻀﻠﻬﺎ ﺗﺮﺗﻘﻲ ﺑﺎﻻﻗﺘﺼﺎﺩ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﺗﻘﺪﻣﻪ ﻣﻦ ﻣﻌﻄﻴﺎﺕ‬
‫ﻋﻠﻤﻴﺔ ﲢﺘﻞ ﺩﻭﺭ ﺍﻟﺮﻳﺎﺩﺓ ﰲ ﺭﻓﻊ ﺍﳌﺴﺘﻮﻱ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﳌﻌﺮﰲ ﰲ ﺁﻥ ﻭﺍﺣﺪ‪.‬‬
‫‪ -‬ﻳﻘﻮﻡ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺑﴬﻭﺭﺓ ﺗﻌﺰﻳﺰ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺘﻨﻈﻴﻤﻲ‬
‫ﻹﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺑﲈ ﻳﻀﻤﻦ ﻗﻴﺎﻡ ﻧﺴﻖ ﻟﻼﺑﺘﻜﺎﺭ ﻳﻘﻮﻡ ﻋﲇ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻔﺎﻋﻠﺔ‬
‫ﻟﻨﻘﻞ ﺍﻟﺘﻘﺎﻧﺔ ﻭﺍﺳﺘﻴﻌﺎﲠﺎ ﻭﺗﻨﺸﻴﻂ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ ﺍﳌﺆﺩﻱ ﺇﱄ ﺗﻮﻟﻴﺪ ﺗﻘﺎﻧﺎﺕ‬

‫‪145‬‬
 ‫‪‬‬

‫ﺟﺪﻳﺪﺓ ﺑﲈ ﳛﻘﻖ ﻏﺎﻳﺎﺕ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﴩﻳﺔ ﰲ ﺁﻥ ﻭﺍﺣﺪ‪،‬‬

‫ﺑﺤﻴﺚ ﺃﺻﺒﺢ ﺗﻜﻮﻳﻦ ﻭﺗﻄﻮﻳﺮ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﺑﻨﻮﻋﻴﺔ ﻋﺎﻟﻴﺔ ﺃﻫﻢ‬
‫ﻋﻨﴫ ﻣﻦ ﻋﻨﺎﴏ ﺍﻹﻧﺘﺎﺝ ﰲ ﻇﻞ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -‬ﺇﻋﺎﺩﺓ ﻫﻴﻜﻠﺔ ﺍﻹﻧﻔﺎﻕ ﺍﻟﻌﺎﻡ ﻭﺗﺮﺷﻴﺪﻩ ﻭﺇﺟﺮﺍﺀ ﺯﻳﺎﺩﺓ ﺣﺎﺳﻤﺔ ﰲ‬
‫ﺍﻹﻧﻔﺎﻕ ﺍﳌﺨﺼﺺ ﻟﺘﻌﺰﻳﺰ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺍﺑﺘﺪﺍﺀ ﹰﺍ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻭﺻﻮﻻﹰ‬
‫ﺇﱄ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺣﻴﺚ ﺑﻠﻎ ﺇﻧﻔﺎﻕ ﺍﻟﺪﻭﻝ ﺍﻟﻐﺮﺑﻴﺔ ﰲ ﻫﺬﺍ ﺍﳌﺠﺎﻝ ‪٣٦٠‬‬
‫ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ ﺳﻨﺔ ‪ ٢٠٠٠‬ﻛﺎﻧﺖ ﺣﺼﺔ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‬
‫ﻣﻨﻪ ‪ ١٨٠‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ‪ ،‬ﻭﰲ ﺍﻟﻮﻗﺖ ﺫﺍﺗﻪ ﺇﺩﺭﺍﻙ ﺍﳌﺴﺘﺜﻤﺮﻳﻦ ﻭﺍﻟﴩﻛﺎﺕ‬
‫ﺃﳘﻴﺔ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﺇﻣﻜﺎﻧﻴﺔ ﲤﻮﻳﻞ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺭﻓﻊ ﻣﺴﺘﻮﻱ ﺗﺪﺭﻳﺒﻬﻢ‬
‫ﻭﻛﻔﺎﺀﲥﻢ ﻛﲈ ﻫﻮ ﺍﳊﺎﻝ ﰲ ﺍﻟﴩﻛﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺍﻟﻴﺎﺑﺎﻧﻴﺔ‪.‬‬
‫ﻭﳑﺎ ﺗﻘﺪﻡ ﻳﺘﻀﺢ ﺃﻥ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﺃﺿﺎﻑ ﻋﻨﴫ ﺍﳌﻌﺮﻓﺔ ﺇﱄ‬
‫ﺍﻟﻌﻨﺎﴏ ﺍﻟﺜﻼﺛﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻟﻺﻧﺘﺎﺝ ﺍﻟﺘﻲ ﺗﺘﻤﺜﻞ ﰲ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﺭﺃﺱ‬
‫ﺍﳌﺎﻝ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ‪ ،‬ﻭﻗﺪ ﺑﺮﺯﺕ ﺗﻘﻨﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻛﺄﻫﻢ ﻋﻨﺎﴏ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﺑﺤﻴﺚ ﻳﺘﻌﺪﻱ ﺗﺄﺛﲑﻫﺎ ﻋﲇ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻟﻴﺼﻞ ﺇﱄ‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻻﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳌﺘﻄﻮﺭﺓ ﻭﺑﲔ ﺍﻟﻘﻄﺎﻉ ﺍﻟﻌﺎﻡ)‪.(١‬‬

‫)‪ (١‬ﺭﺍﺟﻊ ﰲ ﺫﻟﻚ‪ :‬ﳏﻤﺪ ﺫﻳﺎﺏ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺃﻳﻦ ﻧﺤﻦ ﻣﻨﻪ؟‪ ،‬ﻣﺘﺎﺡ ﻋﲇ ﺍﻟﺮﺍﺑﻂ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪www.Balagh.com/Islam/a10v58co‬‬
‫ﻛﲈﻝ ﻣﻨﺼﻮﺭﻱ‪ ،‬ﻋﻴﴘ ﺧﻠﻴﻔﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ /.‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ‬
‫‪.٣٨-٣٧‬‬

‫‪146‬‬
‫‪‬‬

‫ﻳﻤﻜﻦ ﻋﺮﺽ ﻋﻨﺎﴏ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ)‪:(١‬‬

‫ﺗﻮﺍﻓﺮ ﻣﻨﻈﻮﻣﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ ﻣﺘﻌﻠﻢ‬ ‫ﺗﺄﻳﻴﺪ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ‬ ‫ﻟﻨﻤﻮ‬ ‫ﻻﻗﺘﺼﺎﺩ ﺍﻟﻤﻌﺮﻓﺔ‬
‫ﺍﻗﺘﺼﺎﺩ ﺍﻟﻤﻌﺮﻓﺔ‬

‫ﻋﻨﺎﺻﺮ ﺍﻗﺘﺼﺎﺩ‬
‫ﺍﻟﻤﻌﺮﻓﺔ‬

‫ﺗﻬﻴﺌﺔ ﻋﻤﺎﻝ‬ ‫ﺍﻟﺮﺍﺑﻂ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬ ‫ﻣﺼﺪﺍﻗﻴﺔ‬

‫ﺍﻟﻤﻌﺮﻓﺔ‬ ‫ﻻﻧﺘﻘﺎﻝ ﺍﻟﻤﻌﺮﻓﺔ‬ ‫ﺍﻟﻤﻌﺮﻓﺔ‬
‫ﻭﺻﻨﺎﻋﺘﻬﺎ‬

‫‪NHRIڜ仇€a@Öbñn”a@‚bƒ„@pb„Ïÿfl‬‬
‫‪ (١‬ﻋﻤﻠﻴﺎﺕ ﺍﳌﻌﺮﻓﺔ‪) :‬ﺍﻹﻧﺸﺎﺀ ﻭﺍﻟﺘﻘﺎﺳﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻄﺒﻴﻖ ﻭﺇﻋﺎﺩﺓ‬

‫)‪ (١‬ﳏﻤﺪ ﺟﺒﺎﺭ ﻃﺎﻫﺮ ﺍﻟﺸﻤﺮﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٧٥‬‬

‫)‪ (٢‬ﺭﺍﺟﻊ ﰲ ﺫﻟﻚ‪:‬‬
‫‪Davis, G.B.& Naumann, J.D., Personal Producvity with Informaon‬‬
‫‪Tehnology, McGraw-Hill Companies, New York, 1997, p21.‬‬
‫ﻧﺠﻢ ﻋﺒﻮﺩ ﻧﺠﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٨٧‬‬
‫‪Lester, C.Thurow, Building Wealthin:in: Don Cole (Ed): Economics,‬‬
‫‪McGraw-Hill, Guilford, 2001, p11.‬‬
‫ﳏﻤﺪ ﺟﺒﺎﺭ ﻃﺎﻫﺮ ﺍﻟﺸﻤﺮﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ‪.٧٥-٧٢‬‬

‫‪147‬‬
 ‫‪‬‬

‫ﺍﻻﺳﺘﺨﺪﺍﻡ‪...‬ﺇﻟﺦ(‪ .‬ﻭﺍﳋﺪﻣﺎﺕ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻣﻌﺮﻓﻴﺔ ﻛﲈ ﰲ ﺍﻻﺳﺘﺸﺎﺭﺍﺕ‬

‫ﺃﻭ ﻛﺜﻴﻔﺔ ﺍﳌﻌﺮﻓﺔ ﻛﺎﳉﺎﻣﻌﺎﺕ ﻭﺍﳌﺴﺘﺸﻔﻴﺎﺕ ﺃﻭ ﺍﳌﺴﺎﻧﺪﺓ ﺑﺎﳌﻌﺮﻓﺔ ﻛﲈ ﰲ‬
‫ﺑﺮﺍﻣﺞ ﺗﻄﻮﻳﺮ ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﻤﻞ ﺍﳌﻌﺮﰲ )ﲢﺴﲔ ﻣﻮﺍﺭﺩ ﺍﻟﻌﻤﻞ ﺍﳌﻌﺮﰲ‪ ،‬ﲢﺴﲔ‬
‫ﻛﻔﺎﺀﺓ ﻋﻤﻠﻴﺎﺕ ﻭﻃﺮﻕ ﺍﻟﻌﻤﻞ ﺍﳌﻌﺮﰲ‪ ،‬ﲢﺴﲔ ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﻤﻞ ﺍﳌﻌﺮﰲ(‪.‬‬
‫‪ (٢‬ﺍﳌﻌﺮﻓﺔ ﺑﺄﻧﻮﺍﻋﻬﺎ‪ :‬ﺍﻟﴫﳛﺔ ﻭﻫﻲ ﻣﻮﺿﻊ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻟﺮﻗﻤﻴﺎﺕ ﻭﺍﻹﻧﱰﻧﺖ‪ ،‬ﻭﺍﻟﻀﻤﻨﻴﺔ ﻫﻲ ﺍﻟﺘﻲ ﺗﺒﻘﻲ ﰲ ﺭﺅﻭﺱ ﺍﻷﻓﺮﺍﺩ‬
‫ﻭﺗﻌﻤﻞ ﰲ ﺗﻔﺎﻋﻼﲥﻢ ﺍﻟﺴﻴﺎﻗﻴﺔ‪ .‬ﻭﻛﻼﳘﺎ ﴐﻭﺭﻱ ﰲ ﺇﻧﺸﺎﺀ ﺍﻟﺜﺮﻭﺓ ﰲ‬
‫ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪ (٣‬ﺍﻷﺻﻮﻝ ﺍﻟﺒﴩﻳﺔ ﻭﺍﻟﻼﻣﻠﻤﻮﺳﺎﺕ‪ :‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﺭﺽ ﻫﻲ ﻗﺎﻋﺪﺓ‬
‫ﺍﻟﺜﺮﻭﺓ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺰﺭﺍﻋﻲ ﻭﺍﻵﻟﺔ ﰲ ﺍﻟﻌﴫ ﺍﻟﺼﻨﺎﻋﻲ ﻓﺈﻥ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻘﻮﺓ‬
‫ﺍﻟﺪﻣﺎﻏﻴﺔ ﻫﻲ ﻗﺎﻋﺪﺓ ﺍﻟﺜﺮﻭﺓ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻻ ﺗﻘﻠﻞ ﻣﻦ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ‬
‫ﺣﻴﺚ ﺯﺍﺩ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻘﻤﻴﺎﺕ ﻭﺍﻹﻧﱰﻧﺖ‪ .‬ﻭﺇﻥ‬
‫ﺍﳉﺎﻧﺐ ﺍﻷﺳﺎﳼ ﻣﻦ ﺍﻷﺻﻮﻝ ﺍﻟﺒﴩﻳﺔ ﺍﳌﺘﻌﻠﻖ ﺑﺎﳌﻌﺮﻓﺔ ﺗﺘﺴﻢ ﺑﻜﻮﳖﺎ ﺃﺻﻮﻝ‬
‫ﻻ ﻣﻠﻤﻮﺳﺔ ) ﻭﻫﺬﺍ ﻣﺎ ﳚﻌﻞ ﺍﳌﻌﺮﻓﺔ ﺑﻤﺜﺎﺑﺔ ﺍﻗﺘﺼﺎﺩ ﺍﻟﻼﻣﻠﻤﻮﺳﺎﺕ(‪.‬‬
‫‪ (٤‬ﺍﳋﺼﺎﺋﺺ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﳉﺪﻳﺪﺓ‪ :‬ﺇﻥ ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﺍﻟﺘﻲ ﲤﺜﻞ ﺍﳌﻮﺭﺩ‪-‬‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳉﺪﻳﺪ‪ .‬ﻭﺍﳌﻌﺮﻓﺔ ﳍﺎ ﺧﺼﺎﺋﺺ ﺟﺪﻳﺪﺓ ﻭﰲ ﻣﻘﺪﻣﺘﻬﺎ‬
‫ﻫﻮ ﺇﻥ ﺍﻷﺻﻮﻝ ﺍﳌﺎﺩﻳﺔ ﺃﺻﻮﻝ ﳖﺎﺋﻴﺔ ﺗﺴﺘﻬﻠﻚ ﺑﺎﻻﺳﺘﺨﺪﺍﻡ ﻭﲣﻀﻊ‬
‫ﻟﻠﻤﺒﺎﺩﻟﺔ )‪ (Trade –off‬ﰲ ﺣﲔ ﺃﻥ ﺃﺻﻮﻝ ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﺃﺻﻮﻝ ﻻ ﳖﺎﺋﻴﺔ‬
‫‪ (Infinite Assets‬ﻳﻤﻜﻦ ﺃﻥ ﺗﺒﻘﻲ ﻃﻮﻳ ﹰ‬
‫ﻼ ﻭﺗﻮﻟﻴﺪﻫﺎ ﺑﻼ ﺣﺪﻭﺩ ﻣﺎ ﺩﺍﻣﺖ‬

‫‪148‬‬
‫‪‬‬

‫ﺍﻟﺘﻜﻠﻔﺔ ﺍﳊﺪﻳﺔ ﻓﻴﻬﺎ ﺃﻗﺮﺏ ﺇﱄ ﺍﻟﺼﻔﺮ‪ ،‬ﻭﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ ﻫﻲ ﺍﻟﺘﻲ ﲡﻌﻞ‬

‫ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻳﻘﻮﻡ ﻋﲇ ﻣﺒﺎﺩﺉ ﻭﻗﻮﺍﻋﺪ ﺟﺪﻳﺪﺓ ﰲ ﻣﻘﺪﻣﺘﻬﺎ ﺗﺰﺍﻳﺪ ﺍﻟﻌﻮﺍﺋﺪ‬
‫ﺑﺪﻻﹰ ﻣﻦ ﺗﻨﺎﻗﺼﻬﺎ‪.‬‬
‫ﻳﺘﻀﺢ ﳑﺎ ﺳﺒﻖ ﺃﻥ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻳﺮﺗﻜﺰ ﻋﲇ ﻋﺪﺓ ﻣﺮﺗﻜﺰﺍﺕ ﺃﳘﻬﺎ‪:‬‬
‫‪ -١‬ﻣﻠﻜﻴﺔ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -٢‬ﺍﻷﺳﻮﺍﻕ ﺍﳌﺎﻟﻴﺔ‪.‬‬
‫‪ -٣‬ﺗﺪﺭﻳﺐ ﻋﲈﻝ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -٤‬ﺇﺭﺿﺎﺀ ﺍﻟﺰﺑﺎﺋﻦ‪.‬‬
‫‪ -٥‬ﺍﳊﺎﺟﺔ ﻟﻠﺘﻌﻠﻴﻢ ﻭﻇﺎﻫﺮﺓ ﺍﻟﺘﻮﻇﻴﻒ‪.‬‬

‫ﻋﻤﻠﻴﺎﺕ ﺍﻟﻤﻌﺮﻓﺔ‬

‫ﺍﻟﺨﺼﺎﺋﺺ ﻭﺍﻟﻘﻮﺍﻋﺪ‬
‫ﺍﻟﺠﺪﻳﺪﺓ‬ ‫ﻤﻜﻭﻨﺎﺕ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺃﻧﻮﺍﻉ ﺍﻟﻤﻌﺮﻓﺔ‬

‫ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻭﺍﻟﻼﻣﻠﻤﻮﺳﺎﺕ‬

‫‪149‬‬
 ‫‪‬‬

‫‪NHQIڜ仇€a@Öbñn”a@paäë˚fl@ZbĆ éflbÅ‬‬
‫ﻳﺸﺘﻤﻞ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻋﲇ ﻋﺪﺓ ﻣﺆﴍﺍﺕ ﻣﻬﻤﺔ ﻭﴐﻭﺭﻳﺔ ﻳﻤﻜﻦ‬
‫ﻣﻦ ﺧﻼﳍﺎ ﻣﻌﺮﻓﺔ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻧﺘﻘﺎﻝ ﺍﻟﺪﻭﻝ ﳍﺬﺍ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳉﺪﻳﺪ‪ ،‬ﻭﺳﻨﺘﻨﺎﻭﻝ‬
‫ﻓﻴﲈ ﻳﲇ ﺃﻫﻢ ﻣﺆﴍﺍﺗﻪ ﻭﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺗﺼﻨﻴﻔﻬﺎ ﺇﱄ ﺃﺭﺑﻊ ﻓﺌﺎﺕ ﻫﻲ‪:‬‬
‫‪ (١‬ﻣﺆﴍﺍﺕ ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﻳﻤﻜﻨﻨﺎ ﺃﻥ ﻧﺴﻤﻲ ﺑﺎﻟﺘﺤﺪﻳﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ‪،‬‬
‫ﻭﺇﺣﺼﺎﺋﻴﺎﺕ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ‪ ،‬ﻭﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﻣﻴﺰﺍﻥ‬
‫ﺍﳌﺪﻓﻮﻋﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﻣﺆﴍﺍﺕ ﻧﴩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪.‬‬
‫‪ -١‬ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ‪.‬‬
‫ﺗﺸﻜﻞ ﺑﻴﺎﻧﺎﺕ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﺆﴍﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻻﻗﺘﺼﺎﺩ‬
‫ﺍﳌﻌﺮﻓﺔ‪ .‬ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻡ ﻗﻴﺎﳼ ﻣﺪﺧﻼﺕ ﺑﺸﻜﻞ ﺃﺳﺎﳼ‪ :‬ﺍﻟﻨﻔﻘﺎﺕ‬
‫ﺍﳌﺨﺼﺼﺔ ﻟﻸﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻭﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺍﳌﺴﺘﺨﺪﻡ ﻷﻋﲈﻝ ﺍﻷﺑﺤﺎﺙ‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ‪ .‬ﻫﺬﻩ ﺍﳌﺆﴍﺍﺕ ﲣﻀﻊ ﻣﻨﺬ ﻣﺪﺓ ﻃﻮﻳﻠﺔ ﻟﻌﻤﻠﻴﺔ ﲨﻊ ﻣﻨﺘﻈﻤﺔ‬
‫ﻭﻣﻌﻴﺎﺭﻳﺔ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻣﺎ ﻳﺴﻤﺢ ﺑﺈﺟﺮﺍﺀ ﲢﺎﻟﻴﻞ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ ﻭﻣﻘﺎﺭﻧﺎﺕ‬
‫ﺩﻭﻟﻴﺔ‪ .‬ﺗﺮﺗﻜﺰ ﺍﳌﻌﺎﻳﺮﺓ ﻋﲇ ﺍﳌﺒﺪﺃ ﺍﻟﺬﻱ ﺑﻤﻮﺟﺒﻪ ﺗﺸﻤﻞ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻻﺧﺘﺒﺎﺭﻳﺔ‪ ،‬ﺃﻋﲈﻝ ﺍﻟﺘﻮﻟﻴﺪ ﺍﳌﻨﺠﺰﺓ ﺑﻄﺮﻳﻘﺔ ﻣﻨﻬﺠﻴﺔ ﲠﺪﻑ ﺯﻳﺎﺩﺓ ﳎﻤﻮﻋﺔ‬
‫ﺍﳌﻌﺎﺭﻑ ﺑﲈ ﻓﻴﻬﺎ ﻣﻌﺮﻓﺔ ﺍﻹﻧﺴﺎﻥ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﳌﺠﺘﻤﻊ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱄ ﺍﺳﺘﺨﺪﺍﻡ‬

‫)‪ (١‬ﻣﺮﺍﻝ ﺗﻮﺗﻠﻴﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٤٣-٢١‬‬

‫‪150‬‬
‫‪‬‬

‫ﳎﻤﻮﻋﺔ ﺍﳌﻌﺎﺭﻑ ﻫﺬﻩ ﻟﺘﻄﺒﻴﻘﺎﺕ ﺟﺪﻳﺪﺓ‪.‬‬

‫ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻫﻲ ﺍﳌﺼﺪﺭ ﺍﻷﺳﺎﳼ ﻟﻠﺒﻴﺎﻧﺎﺕ‬
‫ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺣﻮﻝ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ .‬ﲡﻤﻊ ﺇﺣﺼﺎﺋﻴﺎﺕ‬
‫ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺘﺎﺑﻌﺔ ﳌﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﰲ ﲬﺲ‬
‫ﻗﻮﺍﻋﺪ‪ .‬ﺗﻘﺴﻢ ﺑﻴﺎﻧﺎﺕ ﻧﻔﻘﺎﺕ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻭﻓﻘ ﹰﺎ ﻟﻘﻄﺎﻉ ﺍﻟﺘﻨﻔﻴﺬ‬
‫ﻭﻭﻓﻘ ﹰﺎ ﳌﺼﺪﺭ ﺍﻟﺘﻤﻮﻳﻞ‪ .‬ﻟﻜﻞ ﻗﻄﺎﻉ ﺗﻨﻔﻴﺬ‪ ،‬ﺗﻘﺪﻡ ﺍﻟﻨﻔﻘﺎﺕ ﻭﻓﻘ ﹰﺎ ﻟﻨﻮﻉ‬
‫ﺍﻟﻜﻠﻔﺔ ﻭﺍﻟﻨﺸﺎﻁ ﻭﺍﳍﺪﻑ ﺍﻻﺟﺘﲈﻋﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﻨﻄﺎﻕ ﺍﻟﻌﻠﻤﻲ‪.‬‬
‫ﺗﺼﻨﻒ ﻧﻔﻘﺎﺕ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﻨﻔﺬﺓ ﰲ ﻗﻄﺎﻉ ﺍﻟﴩﻛﺎﺕ ﻭﻓﻘ ﹰﺎ ﻟﻘﻄﺎﻉ‬
‫ﺍﻟﻨﺸﺎﻃﺎﺕ‪ ،‬ﻭﻟﻜﻞ ﻗﻄﺎﻉ ﺗﻘﺴﻢ ﻭﻓﻘ ﹰﺎ ﳌﺼﺪﺭ ﺍﻟﺘﻤﻮﻳﻞ ﻭﻧﻮﻉ ﺍﻟﻜﻠﻔﺔ‪ .‬ﺗﻨﻘﺴﻢ‬
‫ﻧﻔﻘﺎﺕ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺇﱄ ﻧﻄﺎﻗﺎﺕ ﻋﻠﻤﻴﺔ ﻭﻟﻜﻞ ﻣﻦ‬
‫ﻫﺬﻩ ﺍﻟﻨﻄﺎﻗﺎﺕ ﻳﺘﻢ ﺗﻘﺪﻳﻢ ﺍﻟﻨﻔﻘﺎﺕ ﻭﻓﻘ ﹰﺎ ﻟﻨﻮﻉ ﺍﻟﻜﻠﻔﺔ ﻭﻣﺼﺪﺭ ﺍﻟﺘﻤﻮﻳﻞ‪.‬‬
‫ﻳﻘﺴﻢ ﻓﺮﻳﻖ ﻋﻤﻞ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻭﻓﻘ ﹰﺎ ﻟﻘﻄﺎﻉ ﺍﻟﻌﻤﻞ‪ .‬ﻛﻞ ﻗﻄﺎﻉ‬
‫ﻋﻤﻞ ﻳﻨﻘﺴﻢ ﻭﻓﻘ ﹰﺎ ﻟﻨﻮﻉ ﺍﻟﻌﻤﻞ )ﺍﻟﺒﺎﺣﺜﻮﻥ‪ ،‬ﺍﻟﺘﻘﻨﻴﻮﻥ ﻏﲑﻫﻢ(‪ ،‬ﻭﻭﻓﻘ ﹰﺎ‬
‫ﻟﻠﺸﻬﺎﺩﺍﺕ ﻭﻟﻠﻨﻄﺎﻕ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻳﻨﻘﺴﻢ ﻓﺮﻳﻖ ﻋﻤﻞ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﰲ‬
‫ﻗﻄﺎﻉ ﺍﻟﴩﻛﺎﺕ ﻭﻓﻘ ﹰﺎ ﻟﻘﻄﺎﻉ ﺍﻟﻨﺸﺎﻃﺎﺕ‪ .‬ﻭﻳﻨﻘﺴﻢ ﻓﺮﻳﻖ ﻋﻤﻞ ﺍﻷﺑﺤﺎﺙ‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺇﱄ ﺍﻟﻨﻄﺎﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻛﻞ ﻧﻄﺎﻕ ﻳﻘﺴﻢ ﺇﱄ ﻧﻮﻉ‬
‫ﺍﻟﻌﻤﻞ ﺃﻭ ﺍﻟﺸﻬﺎﺩﺓ‪.‬‬
‫ﺍﻧﻄﻼﻗ ﹰﺎ ﻣﻦ ﻧﻔﻘﺎﺕ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺗﻘﱰﺡ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺗﺼﻨﻴﻔ ﹰﺎ ﻟﻘﻄﺎﻋﺎﺕ ﺍﻟﺘﺼﻨﻴﻊ ﺑﻤﻮﺟﺐ ﺣﺠﻢ ﻣﺸﺎﺭﻛﺘﻬﺎ ﰲ‬

‫‪151‬‬
 ‫‪‬‬

‫ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ .‬ﺣﺘﻲ ﻋﺎﻡ ‪ ،١٩٩٤‬ﻛﺎﻥ ﻫﺬﺍ ﺍﻟﺘﻘﺴﻴﻢ ﻣﺮﺗﻜﺰ ﹰﺍ ﻋﲇ‬

‫ﺣﺠﻢ ﺍﳌﺸﺎﺭﻛﺔ ﺍﳌﺒﺎﴍ ﰲ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ )ﻧﻔﻘﺎﺕ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ‬
‫ﻧﺴﺒﺔ ﺇﱄ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ(‪ .‬ﺑﻌﺪ ﺫﻟﻚ ﺍﺭﺗﻜﺰ ﻋﲇ ﺃﺣﺠﺎﻡ ﺍﳌﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﳌﻴﺔ‬
‫ﰲ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺃﻱ ﻋﲇ ﺣﺠﻢ ﺍﳌﺸﺎﺭﻛﺔ ﺍﳌﺒﺎﴍ ﻭﻏﲑ ﺍﳌﺒﺎﴍ ﰲ‬
‫ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ) ﺣﺠﻢ ﺍﳌﺸﺎﺭﻛﺔ ﻏﲑ ﺍﳌﺒﺎﴍ ﻳﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ‬
‫ﻧﻔﻘﺎﺕ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﺪﳎﺔ ﰲ ﺳﻠﻊ ﺍﻻﺳﺘﻬﻼﻙ ﺍﳌﺘﻮﺳﻄﻲ ﻭﺍﻟﺴﻠﻊ‬
‫ﺍﻟﺮﺃﺳﲈﻟﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻣﻦ ﻗﺒﻞ ﻗﻄﺎﻉ ﻣﺎ(‪ .‬ﻳﺘﻢ ﲢﺪﻳﺪ ﺃﺭﺑﻊ ﳎﻤﻮﻋﺎﺕ‬
‫ﺻﻨﺎﻋﺎﺕ ﺗﺼﻨﻴﻌﻴﺔ ﺍﻧﻄﻼﻗ ﹰﺎ ﻣﻦ ﺣﺠﻢ ﺍﳌﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﳌﻲ ﻟﻸﺑﺤﺎﺙ‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ‪ :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻋﺎﻟﻴﺔ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﺘﻮﺳﻄﺔ‪-‬ﻋﺎﻟﻴﺔ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﻣﺘﻮﺳﻄﺔ‪-‬ﺿﻌﻴﻔﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺿﻌﻴﻔﺔ‪ .‬ﻭﺇﻥ ﺃﺧﺬ ﺣﺠﻢ ﺍﳌﺸﺎﺭﻛﺔ ﻏﲑ‬
‫ﺍﳌﺒﺎﴍ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻻ ﻳﻌﺪﻝ ﺍﻧﺘﲈﺀ ﻛﻞ ﺻﻨﺎﻋﺔ ﺇﱄ ﻛﻞ ﻣﻦ ﺍﳌﺠﻤﻮﻋﺎﺕ‬
‫ﺍﻷﺭﺑﻊ ﻭﻟﻜﻨﻪ ﻗﺪ ﻳﻌﺪﻝ ﺗﺮﺗﻴﺒﻬﺎ)‪.(١‬‬
‫‪ -٢‬ﺇﺣﺼﺎﺋﻴﺎﺕ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ‪.‬‬
‫ﺑﺮﺍﺀﺓ ﺍﻻﺧﱰﺍﻉ ﻫﻲ ﺣﻖ ﺍﺣﺘﻜﺎﺭ ﻣﺆﻗﺖ ﲤﻨﺤﻪ ﺍﳊﻜﻮﻣﺔ ﺇﱄ ﳐﱰﻉ‬
‫ﻣﻘﺎﺑﻞ ﻧﴩ ﺍﺧﱰﺍﻋﻪ ﻟﻔﱰﺓ ﳏﺪﻭﺩﺓ ﻭﻭﻓﻘ ﹰﺎ ﻟﴩﻭﻁ ﻣﻌﻴﻨﺔ‪.‬‬
‫ﺗﺴﺘﺨﺪﻡ ﺛﻼﺛﺔ ﻣﻌﺎﻳﲑ ﺭﺋﻴﺴﻴﺔ ﻟﺘﻌﺪﺍﺩ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ)‪:(٢‬‬

‫)‪ (١‬ﺍﻟﻠﺠﻨﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﲈﻋﻴﺔ ﻟﻐﺮﰊ ﺁﺳﻴﺎ )ﺍﻷﺳﻜﻮﺍ(‪ ،‬ﻣﺆﴍﺍﺕ ﺍﻟﻌﻠﻢ‬

‫ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻻﺑﺘﻜﺎﺭ ﰲ ﺍﳌﺠﺘﻤﻊ ﺍﳌﺒﻨﻲ ﻋﲇ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻧﻴﻮﻳﻮﺭﻙ‪،‬‬
‫‪ ،٢٠٠٣‬ﺹ‪.١٢‬‬
‫)‪ (٢‬ﻣﻨﻲ ﺍﻟﺴﻨﻮﺭ‪ ،‬ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﻭﺇﻗﺎﻣﺔ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻻﺑﺘﻜﺎﺭ ﰲ ﺍﻟﻮﻃﻦ‬

‫‪152‬‬
‫‪‬‬

‫* ﺍﻟﺘﻌﺪﺍﺩﺍﺕ ﻭﻓﻘ ﹰﺎ ﻟﻸﻭﻟﻮﻳﺔ )ﺍﻟﺒﻠﺪ ﺣﻴﺚ ﺗﻢ ﺗﻘﺪﻳﻢ ﺍﻟﻄﻠﺐ ﺍﻷﻭﻝ(‬

‫ﺗﻈﻬﺮ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﻣﻨﺢ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ‪.‬‬
‫* ﺍﻟﺘﻌﺪﺍﺩﺍﺕ ﻭﻓﻘ ﹰﺎ ﻟﺒﻠﺪ ﺇﻗﺎﻣﺔ ﺍﳌﺨﱰﻉ ﺗﻌﻜﺲ ﺍﻟﻘﺪﺭﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‬
‫ﻟﺒﻠﺪ ﻣﺎ‪.‬‬
‫* ﺍﻟﺘﻌﺪﺍﺩﺍﺕ ﻭﻓﻘ ﹰﺎ ﻟﺒﻠﺪ ﺇﻗﺎﻣﺔ ﻣﻮﺩﻉ ﺍﻟﻄﻠﺐ ﲤﺜﻞ ﺍﻟﺘﺤﻜﻢ ﺑﺎﻻﺧﱰﺍﻉ‪.‬‬
‫ﻳﺴﻤﺢ ﲢﻠﻴﻞ ﳏﺘﻮﻱ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ ﺑﻄﺮﻳﻘﺔ ﻣﺘﺰﺍﻳﺪﺓ ﺑﺘﻘﻴﻴﻢ ”‬
‫ﻧﻮﻋﻴﺔ“ ﻭ“ﺃﺛﺮ“ ﺍﻟﱪﺍﺀﺍﺕ‪ .‬ﺗﻄﺒﻖ ﺃﺭﺑﻊ ﻃﺮﻕ ﻫﻲ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫· ﺍﻻﺳﺘﺸﻬﺎﺩﺍﺕ‪ :‬ﺗﻌﺪﺍﺩ ﺍﺳﺘﺸﻬﺎﺩﺍﺕ ﺑﺮﺍﺀﺓ ﺍﺧﱰﺍﻉ ﰲ ﻧﺼﻮﺹ‬
‫ﺳﺎﺑﻘﺔ ﻣﺘﻌﻠﻘﺔ ﺑﱪﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ‪.‬‬
‫· ﺍﻷﻗﺴﺎﻁ ﺍﻟﺴﻨﻮﻳﺔ‪ :‬ﺍﻟﻜﻠﻔﺔ ﺍﻹﲨﺎﻟﻴﺔ ﻭﻋﺪﺩ ﺍﻷﻋﻮﺍﻡ ﺍﻟﺘﻲ ﻳﺪﻓﻊ‬
‫ﺧﻼﳍﺎ ﺣﺎﻣﻞ ﺍﻟﱪﺍﺀﺓ ﺍﻟﴬﻳﺒﺔ ﺍﻟﺴﻨﻮﻳﺔ ﻹﺑﻘﺎﺀ ﺍﻟﱪﺍﺀﺓ ﻗﻴﺪ ﺍﻟﺘﻨﻔﻴﺬ‬
‫)ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻟﻘﻴﻤﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﻌﺰﺍﺓ ﺇﱄ ﺍﻟﱪﺍﺀﺓ(‪.‬‬
‫· ﻋﺎﺋﻠﺔ ﺍﻟﱪﺍﺀﺍﺕ‪ :‬ﻋﺪﺩ ﺍﻟﺪﻭﻝ ﺍﻟﺘﻲ ﺗﻢ ﺗﻮﺳﻴﻊ ﺇﻳﺪﺍﻉ ﺍﻟﱪﺍﺀﺓ ﺇﻟﻴﻬﺎ‬
‫ﻳﻌﻄﻲ ﻣﺆﴍ ﹰﺍ ﻋﻦ ﻣﻨﺎﻃﻖ ﺍﺳﺘﻐﻼﻝ ﺍﻻﺧﱰﺍﻉ‪.‬‬
‫· ﺍﳌﻄﺎﻟﺒﺎﺕ‪ :‬ﻋﺪﺩ ﺍﳌﻄﺎﻟﺒﺎﺕ ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﻛﻞ ﻃﻠﺐ ﺑﺮﺍﺀﺓ ﺍﺧﱰﺍﻉ‬
‫ﻳﺸﻜﻞ ﻣﻌﻠﻮﻣﺔ ﻋﻦ ﻋﺪﺩ ﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﰲ ﻭﺛﻴﻘﺔ ﺑﺮﺍﺀﺓ ﺍﻻﺧﱰﺍﻉ‪.‬‬

‫ﺍﻟﻌﺮﰊ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﻹﻗﻠﻴﻤﻲ ﻟﻠﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﺮﻧﺎﻣﺞ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﺍﻹﻧﲈﺋﻲ‪ ،‬ﻧﻴﻮﻳﻮﺭﻙ‪،‬‬
‫‪،٢٠٠٤‬ﺹ‪.٢‬‬

‫‪153‬‬
 ‫‪‬‬

‫ﺛﻤﺔ ﺣﺪﻭﺩ ﻋﺪﻳﺪﺓ ﻻﺳﺘﺨﺪﺍﻡ ﺍﺣﺼﺎﺋﻴﺎﺕ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ‬

‫ﻛﻤﺆﴍﺍﺕ ﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪:‬‬
‫· ﻻ ﻳﻤﻜﻦ ﺃﻥ ﺗﻨﻞ ﻛﻞ ﺍﻻﺧﱰﺍﻋﺎﺕ‪ ،‬ﻣﻦ ﻧﺎﺣﻴﺔ ﺗﻘﻨﻴﺔ‪ ،‬ﺑﺮﺍﺀﺓ ﺍﺧﱰﺍﻉ‪.‬‬
‫ﻫﺬﻩ ﻫﻲ ﺍﳊﺎﻝ ﺣﺘﻲ ﺍﻟﻴﻮﻡ ﰲ ﺃﻭﺭﻭﺑﺎ‪ ،‬ﺑﺎﻟﻨﺴﺒﺔ ﺇﱄ ﺍﻟﱪﺍﳎﻴﺎﺕ ﺍﻟﺘﻲ ﺗﻜﻮﻥ‬
‫ﻋﺎﺩﺓ ﳏﻤﻴﺔ ﻣﻦ ﻗﺒﻞ ﺣﻘﻮﻕ ﺍﻟﻨﴩ‪.‬‬
‫· ﻻ ﺗﻨﻞ ﻛﻞ ﺍﻻﺧﱰﺍﻋﺎﺕ ﺑﺮﺍﺀﺍﺕ ﺍﺧﱰﺍﻉ‪ .‬ﳜﺘﻠﻒ ﺍﳌﻴﻞ ﺇﱄ ﺍﻻﺑﺘﻜﺎﺭ‬
‫ﻭﻓﻘ ﹰﺎ ﻟﻠﻘﻄﺎﻉ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﻭﺣﺠﻢ ﺍﻟﴩﻛﺎﺕ ﻭﻧﺴﺒﺔ ﺍﻻﺧﱰﺍﻋﺎﺕ ﺍﻟﺘﻲ‬
‫ﺳﺘﻨﺎﻝ ﺑﺮﺍﺀﺓ ﺍﺧﱰﺍﻉ ﻟﻴﺴﺖ ﻣﻌﺮﻭﻓﺔ ﺑﺸﻜﻞ ﺩﻗﻴﻖ‪ .‬ﺑﻌﺾ ﺍﻟﴩﻛﺎﺕ ﲢﻤﻲ‬
‫ﺍﺑﺘﻜﺎﺭﺍﲥﺎ ﺑﻮﺳﺎﺋﻞ ﺃﺧﺮﻱ ﺧﺼﻮﺻ ﹰﺎ ﺑﻮﺍﺳﻄﺔ ﺍﻟﴪﻳﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ‪.‬‬
‫· ﺇﻥ ﻣﻴﻞ ﺍﻟﴩﻛﺎﺕ ﺇﱄ ﺇﻳﺪﺍﻉ ﺑﺮﺍﺀﺍﺕ ﺍﺧﱰﺍﻉ ﰲ ﺃﺳﻮﺍﻗﻬﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﰲ‬
‫ﺩﻭﻝ ﺃﺧﺮﻱ ﳜﺘﻠﻒ ﺑﺸﻜﻞ ﻛﺒﲑ ﺑﻤﻮﺟﺐ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﺳﺘﻐﻼﻝ ﺍﺧﱰﺍﻋﺎﲥﺎ‬
‫ﲡﺎﺭﻳ ﹰﺎ‪ .‬ﰲ ﻛﻞ ﻣﻜﺘﺐ ﺑﺮﺍﺀﺍﺕ ﻭﻃﻨﻲ‪ ،‬ﺗﻜﻮﻥ ﺍﻟﻄﻠﺒﺎﺕ ﺍﳌﻮﺩﻋﺔ ﻣﻦ ﻗﺒﻞ‬
‫ﺍﳌﺨﱰﻋﲔ ﺍﻟﻮﻃﻨﻴﲔ ﺃﻛﺜﺮ ﺑﻜﺜﲑ ﻣﻦ ﺍﻟﱪﺍﺀﺍﺕ ﺍﳌﻮﺩﻋﺔ ﻣﻦ ﻗﺒﻞ ﺍﻷﺟﺎﻧﺐ‪.‬‬
‫· ﺭﻏﻢ ﺍﻟﻨﺰﻋﺔ ﺇﱄ ﺍﻟﺘﻨﺎﻏﻢ ﰲ ﺍﻷﻋﻮﺍﻡ ﺍﻷﺧﲑﺓ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻷﺣﻜﺎﻡ‬
‫ﺍﻟﻘﻀﺎﺋﻴﺔ ﻭﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﻄﺒﻴﻖ ﻭﲪﺎﻳﺔ ﺑﺮﺍﺀﺓ ﺍﻻﺧﱰﺍﻉ ﲣﺘﻠﻒ ﻣﻦ‬
‫ﺑﻠﺪ ﺇﱄ ﺁﺧﺮ‪ .‬ﻓﺎﻻﺧﺘﻼﻓﺎﺕ ﺍﳌﺆﺳﺴﺎﺗﻴﺔ ﺗﺆﺛﺮ ﰲ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﻣﺪﺓ ﻭﻓﻌﺎﻟﻴﺔ‬
‫ﺍﳊﲈﻳﺔ ﺍﳌﻤﻨﻮﺣﺔ‪ ،‬ﳑﺎ ﻳﺆﺛﺮ ﰲ ﺍﳌﻴﻞ ﺇﱄ ﻣﻨﺢ ﺍﻟﱪﺍﺀﺍﺕ‪.‬‬
‫· ﻻ ﺗﺘﻮﺍﻓﺮ ﺑﻴﺎﻧﺎﺕ ﻛﺎﻓﻴﺔ ﺣﻮﻝ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﻌﲇ ﻟﱪﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ‬

‫‪154‬‬
‫‪‬‬

‫ﻓﻴﲈ ﺃﻥ ﺃﺣﺪ ﺍﳌﻴﻮﻝ ﺍﳌﻬﻤﺔ ﻹﻳﺪﺍﻋﺎﺕ ﺍﻟﱪﺍﺀﺍﺕ ﻫﻮ ﺍﺳﱰﺍﺗﻴﺠﻲ‪.‬‬

‫· ﻭﺣﺪﺓ ﻣﻜﺘﺐ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ ﺍﻟﻜﻨﺪﻱ ﻳﺰﻭﺩ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻗﻄﺎﻉ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﺧﱰﺍﻉ ﺍﳊﺎﺋﺰ ﻋﲇ ﺑﺮﺍﺀﺓ ﺍﺧﱰﺍﻉ‪ .‬ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﻥ ﺗﻢ ﲨﻌﻬﺎ‬
‫ﺑﻄﺮﻳﻘﺔ ﻣﻨﺘﻈﻤﺔ ﺳﺘﺴﻤﺢ ﺑﺪﺭﺍﺳﺔ ﺍﻟﱰﺍﺑﻄﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺩﻗﻴﻘﺔ‪.‬‬
‫‪ -٣‬ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫ﺇﻥ ﺑﻴﺎﻧﺎﺕ ﺍﻟﻌﻠﻢ ﺍﻟﻜﻤﻲ ﻟﻠﻔﻬﺮﺳﺔ ﺍﺭﺗﻜﺰ ﻋﲇ ﻋﺪﺩ ﻣﻦ ﺍﳌﻨﺸﻮﺭﺍﺕ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻟﻮﻃﻨﻴﲔ ﰲ ﺍﳌﺠﻼﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻭﺗﺸﻜﻞ ﻭﺳﻴﻠﺔ ﻟﺘﻘﻴﻴﻢ ﻧﺘﺎﺋﺞ‬
‫ﻧﺸﺎﻃﺎﺕ ﺃﺑﺤﺎﺙ ﺃﺳﺎﺳﻴﺔ‪ .‬ﺇﳖﺎ ﺗﺴﻤﺢ ﺑﻘﻴﺎﻡ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﳌﺆﴍﺍﺕ‪:‬‬
‫* ﻣﺆﴍﺍﺕ ﺫﺍﺕ ﺗﺮﻛﺰ ﻋﻠﻤﻲ‪.‬‬
‫* ﻣﺆﴍﺍﺕ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺣﺴﺐ ﺍﳌﺎﺩﺓ‪.‬‬
‫* ﻣﺆﴍﺍﺕ ﺗﺄﺛﲑ ﺍﻷﺑﺤﺎﺙ )ﻋﺪﺩ ﺍﻻﺳﺘﺸﻬﺎﺩﺍﺕ( ﺣﺴﺐ ﺍﳌﺎﺩﺓ‪.‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱄ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺣﻮﻝ ﺣﺠﻢ ﺍﳌﺸﺎﺭﻛﺔ‪ ،‬ﻭﺍﻟﺘﺨﺼﺺ ﻭﺍﻟﺘﺄﺛﲑ‬
‫ﺗﺴﻤﺢ ﺑﻴﺎﻧﺎﺕ ﺍﻟﻌﻠﻢ ﺍﻟﻜﻤﻲ ﻟﻠﻔﻬﺮﺳﺔ ﺑﺘﺤﻠﻴﻞ ﺗﻨﻈﻴﻢ ﻭﲢﻮﻻﺕ ﻣﻮﺍﺩ‬
‫ﺍﻷﺑﺤﺎﺙ ) ‪ (Science Mapping‬ﻭﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻌﻠﻤﻲ ﻭﺍﳌﻌﺮﻓﺔ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ )ﺗﻼﻗﻲ ﺑﻴﺎﻧﺎﺕ ﻋﻠﻢ ﺍﻟﻔﻬﺮﺳﺔ ﻭﺑﻴﺎﻧﺎﺕ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ(‪.‬‬
‫ﺇﻥ ”ﻓﻬﺮﺱ ﺍﻻﺳﺘﺸﻬﺎﺩ ﺍﻟﻌﻠﻤﻲ“ ﺍﻟﺬﻱ ﻳﺼﺪﺭﻩ ﻣﻌﻬﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻳﺸﻜﻞ ﺍﳌﺼﺪﺭ ﺍﻟﺮﺋﻴﴘ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺣﻮﻝ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﺇﻧﻪ‬
‫ﳚﻤﻊ ﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﳌﻘﺎﻻﺕ ﺍﳌﻨﺸﻮﺭﺓ ﰲ ﳎﻤﻮﻋﺔ ﻛﺒﲑﺓ‬

‫‪155‬‬
 ‫‪‬‬

‫ﻣﻦ ﺍﻟﺼﺤﻒ‪.‬‬
‫ﲤﻠﻚ ﻣﺆﴍﺍﺕ ﺍﻟﻌﻠﻢ ﺍﻟﻜﻤﻲ ﻟﻠﻔﻬﺮﺳﺔ ﺍﳊﺪﻭﺩ ﺫﺍﲥﺎ ﻛﺒﻴﺎﻧﺎﺕ‬
‫ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ‪ ،‬ﳜﺘﻠﻒ ﺍﳌﻴﻞ ﺇﱄ ﺍﻟﻨﴩ ﻭﺍﻻﺳﺘﺸﻬﺎﺩ ﺑﺼﻮﺭﺓ ﺧﺎﺻﺔ‬
‫ﻣﻦ ﻣﺎﺩﺓ ﺇﱄ ﺃﺧﺮﻱ ﻭﻻ ﲤﺜﻞ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺇﻻ ﺃﺣﺪ ﳐﺮﺟﺎﺕ ﻧﺸﺎﻃﺎﺕ‬
‫ﺍﻷﺑﺤﺎﺙ ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱄ ﺫﻟﻚ‪ ،‬ﲣﻀﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻮﺍﻓﺮﺓ ﺇﱄ‬
‫ﺍﻧﺤﻴﺎﺯﺍﺕ ﻟﺼﺎﻟﺢ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺑﺎﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‪.‬‬
‫‪ -٤‬ﻣﻴﺰﺍﻥ ﺍﳌﺪﻓﻮﻋﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪.‬‬
‫ﻣﻴﺰﺍﻥ ﺍﳌﺪﻓﻮﻋﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻫﻮ ﺇﺟﺮﺍﺀ ﻟﻌﻤﻠﻴﺎﺕ ﻧﻘﻞ ﺩﻭﻟﻴﺔ‬
‫ﻟﻠﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻏﲑ ﺍﳌﺪﳎﺔ‪ ،‬ﻫﺬﻩ ﺗﻀﻢ ﺃﺭﺑﻊ ﻓﺌﺎﺕ ﻛﺒﲑﺓ‪:‬‬
‫‪ -‬ﻋﻤﻠﻴﺎﺕ ﻧﻘﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ :‬ﲤﻠﻴﻜﺎﺕ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ‬
‫ﻭﺍﻟﱰﺍﺧﻴﺺ ﻭﻧﻘﻞ ﺍﻟﺪﺭﺍﻳﺔ‪.‬‬
‫‪ -‬ﻋﻤﻠﻴﺎﺕ ﻧﻘﻞ ﺍﻟﺮﺳﻮﻣﺎﺕ‪ :‬ﲤﻠﻴﻜﺎﺕ‪ ،‬ﺗﺮﺍﺧﻴﺺ‪ ،‬ﺍﻣﺘﻴﺎﺯﺍﺕ‪،‬‬
‫ﻣﺎﺭﻛﺎﺕ ﺃﻭ ﻣﻮﺩﻳﻼﺕ‪.‬‬
‫‪ -‬ﺗﻘﺪﻣﺎﺕ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﻭﻫﻲ ﺗﺸﻤﻞ ﺩﺭﺍﺳﺎﺕ ﺗﻘﻨﻴﺔ ﻭﺩﺭﺍﺳﺎﺕ‬
‫ﻫﻨﺪﺳﻴﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱄ ﺍﳌﺴﺎﻋﺪﺓ ﺍﻟﺘﻘﻨﻴﺔ‪.‬‬
‫‪ -‬ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺫﺍﺕ ﺍﻟﻄﺎﺑﻊ ﺍﻟﺼﻨﺎﻋﻲ‪.‬‬
‫‪ -٥‬ﻣﺆﴍﺍﺕ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪.‬‬
‫ﺗﺴﺘﺨﺪﻡ ﻭﺳﺎﺋﻞ ﳐﺘﻠﻔﺔ ﻟﺘﻘﻴﻴﻢ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‬

‫‪156‬‬
‫‪‬‬

‫ﻟﻠﺪﻭﻝ ﻣﻦ ﺧﻼﻝ ﺑﻴﺎﻧﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﻭﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ ﻭﺍﻷﺑﺤﺎﺙ‬

‫ﻭﺍﻟﺘﻨﻤﻴﺔ ﺇﻟﺦ‪ .‬ﻏﺎﻟﺒ ﹰﺎ ﻣﺎ ﺗﻘﺪﻡ ﺑﻴﺎﻧﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﻭﺍﻟﱪﺍﺀﺍﺕ ﺑﺸﻜﻞ‬
‫ﻣﺆﴍﺍﺕ ﲣﺼﺺ ﺗﻌﻜﺲ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺪﻭﻝ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﺍﳌﺨﺘﻠﻔﺔ )ﻣﻨﺸﻮﺭﺍﺕ( ﺃﻭ ﺍﳌﺠﺎﻻﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ )ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ(‪.‬‬
‫ﻳﻤﻜﻦ ﺗﺼﻨﻴﻒ ﻫﺬﻩ ﺍﳌﻨﺘﺠﺎﺕ ﻭﻓﻘ ﹰﺎ ﳌﻌﻴﺎﺭﻳﻦ ﺇﺿﺎﻓﻴﲔ‪:‬‬
‫* ﺍﳌﺮﺗﺒﺔ ﻋﲇ ﺳﻠﻢ ﺍﻟﻨﻮﻋﻴﺔ ﺍﻧﻄﻼﻗ ﹰﺎ ﻣﻦ ﻗﻴﻢ ﻭﺣﺪﺍﺕ ﺍﻟﺴﻠﻊ )ﻋﺎﻟﻴﺔ‪،‬‬
‫ﻣﺘﻮﺳﻄﺔ‪ ،‬ﻣﻨﺨﻔﻀﺔ(‪.‬‬
‫”ﻓﺌﺎﺕ‬ ‫‪BEC‬‬ ‫ﻣﺮﺣﻠﺔ ﺇﻋﺪﺍﺩ ﺍﳌﻨﺘﺠﺎﺕ )ﺍﻧﻄﻼﻗ ﹰﺎ ﻣﻦ ﺍﺻﻄﻼﺡ‬ ‫*‬

‫ﺍﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﺳﻌﺔ“ ﺍﻟﺬﻱ ﺃﻃﻠﻘﺘﻪ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﻭﺍﻟﺬﻱ ﻳﺼﻨﻒ ﺍﳌﻨﺘﺠﺎﺕ‬

‫ﺑﻤﻮﺟﺐ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺍﻟﺮﺋﻴﴘ‪ :‬ﺳﻠﻊ ﺃﻭﻟﻴﺔ‪ ،‬ﺳﻠﻊ ﻣﻌﺪﺍﺕ‪ ،‬ﺳﻠﻊ‬
‫ﻟﻼﺳﺘﻬﻼﻙ ﺍﳌﺘﻮﺳﻂ‪ ،‬ﺳﻠﻊ ﺍﺳﺘﻬﻼﻛﻴﺔ‪.‬‬
‫‪ -٣‬ﺍﳌﺆﴍﺍﺕ ﺍﳌﺄﺧﻮﺫﺓ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺣﻮﻝ ﺗﻨﻈﻴﻢ ﻧﺸﺎﻃﺎﺕ ﺍﻻﺑﺘﻜﺎﺭ‬
‫ﻟﻄﺎﳌﺎ ﺃﺟﺮﻳﺖ ﺍﻟﺒﺤﻮﺙ ﺣﻮﻝ ﺍﻻﺑﺘﻜﺎﺭ ﻣﻦ ﻗﺒﻞ ﻫﻴﺌﺎﺕ ﻭﻃﻨﻴﺔ‬
‫ﻟﻼﺳﺘﺠﺎﺑﺔ ﺇﱄ ﺣﺎﺟﺎﲥﺎ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻛﺎﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﻣﻘﺎﺭﻧﺔ‬
‫ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﻛﺎﻧﺖ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﻫﻴﺌﺎﺕ‬
‫ﺃﺧﺮﻱ ﻣﺼﺪﺭ ﺃﻋﲈﻝ ﻫﺎﺩﻓﺔ ﺇﱄ ﺗﻄﺒﻴﻊ ﺍﳌﻨﻬﺠﻴﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺠﻤﻮﻋﺔ ﰲ‬
‫ﺍﻟﺒﺤﻮﺙ ﺣﻮﻝ ﺍﻻﺑﺘﻜﺎﺭ‪ .‬ﻫﺬﻩ ﺍﻷﻋﲈﻝ ﻣﻨﺸﻮﺭﺓ ﰲ ﻛﺘﻴﺐ ﺃﻭﺳﻠﻮ‪ ،‬ﻭﻗﺪ‬
‫ﲤﺖ ﻣﺮﺍﺟﻌﺔ ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱄ ﻣﻨﻪ ﺍﻟﻌﺎﺋﺪﺓ ﺇﱄ ‪ ،١٩٩٢‬ﻭﺫﻟﻚ ﻋﺎﻡ ‪.١٩٩٦‬‬

‫‪157‬‬
 ‫‪‬‬

‫ﻫﺬﺍ ﺍﻟﻜﺘﻴﺐ ﻳﻨﻈﺮ ﰲ ﺍﻻﺑﺘﻜﺎﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻋﲇ ﺻﻌﻴﺪ ﺍﻟﴩﻛﺔ‬

‫ﻭﳛﺪﺩﻩ ﻋﲇ ﺃﻧﻪ ﺍﳌﻨﺘﺠﺎﺕ )ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ( ﻭﺍﳋﺪﻣﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺃﻭ‬
‫ﺍﳌﺤﺴﻨﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ )ﺑﲈ ﺃﻥ ﺍﳊﺪﺍﺛﺔ ﺃﻭ ﺍﻟﺘﺤﺴﲔ ﻣﺮﺗﻜﺰﺍﻥ ﻋﲇ ﺧﺼﺎﺋﺺ‬
‫ﻣﻮﺿﻮﻋﻴﺔ ﻟﻸﺩﺍﺀ(‪.‬‬
‫‪ -١‬ﺍﻟﺒﺤﻮﺙ ﺣﻮﻝ ﺍﻟﺘﻤﻠﻚ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪.‬‬
‫ﻳﺘﻢ ﺍﺳﺘﺠﻮﺍﺏ ﺍﻟﴩﻛﺎﺕ ﺣﻮﻝ ﺳﺘﺔ ﻣﻮﺍﺿﻴﻊ ﻛﺒﲑﺓ‪:‬‬
‫* ﻃﺮﻕ ﲪﺎﻳﺔ ﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ )ﻓﻌﺎﻟﻴﺔ ﺍﻟﻮﺳﺎﺋﻞ ﳌﻨﻊ ﺃﻭ‬
‫ﺭﺩﻉ ﺍﳌﻨﺎﻓﺴﲔ ﻋﻦ ﺗﻘﻠﻴﺪ ﺍﺑﺘﻜﺎﺭﺍﲥﺎ‪ ،‬ﻭﺳﺎﺋﻞ ﺗﺼﻌﻴﺐ ﺍﻟﺘﻘﻠﻴﺪ ﺃﻭ ﺟﻌﻠﻪ‬
‫ﻏﲑ ﻣﺮﺑﺢ‪ ،‬ﻭﺟﻮﺩ ﺍﻟﺘﺰﻭﻳﺮ ﺃﻭ ﺍﻟﺘﺠﺴﺲ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﺇﻣﻜﺎﻧﻴﺔ ﺃﻥ ﻳﻨﴩ‬
‫ﺍﳌﻬﻨﺪﺳﻮﻥ ﻧﻮﺍﺣﻲ ﻏﲑ ﴎﻳﺔ ﻟﻠﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ(‪.‬‬
‫* ﺍﻟﻠﺠﻮﺀ ﺇﱄ ﺍﳊﲈﻳﺔ ﻣﻦ ﺧﻼﻝ ﺑﺮﺍﺀﺍﺕ ﺍﻻﺧﱰﺍﻉ )ﺃﻫﺪﺍﻓﻬﺎ‪ ،‬ﻧﻘﺎﻁ‬
‫ﻗﺼﻮﺭﻫﺎ‪ ،‬ﻭﺟﻮﺩ ﺧﺪﻣﺔ ﺍﳌﻠﻜﻴﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﻭﺗﲑﺓ ﺇﻳﺪﺍﻉ ﺍﻟﻄﻠﺒﺎﺕ(‬
‫* ﺍﻟﻨﻔﺎﺫ ﺇﱄ ﻧﺘﺎﺋﺞ ﺍﻷﺑﺤﺎﺙ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﻭﰲ ﺍﳌﺨﺘﱪﺍﺕ ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫* ﺍﻟﺘﻮﺍﺻﻞ‪ ،‬ﺍﻟﻔﻌﲇ ﻭﺍﳌﺘﻮﻗﻊ ﺑﲔ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﳌﻬﺎﻡ ﺍﻷﺧﺮﻱ‬
‫ﻟﻠﴩﻛﺔ‪.‬‬
‫* ﺩﻋﻢ ﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳉﲈﻋﻴﺔ‪ ،‬ﻭﺍﻟﻌﻮﺍﺋﻖ ﺑﻮﺟﻪ ﻣﺮﺩﻭﺩﻳﺔ‬
‫ﺍﻻﺑﺘﻜﺎﺭ ﰲ ﺍﻷﺳﻮﺍﻕ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬
‫* ﻣﺼﺎﺩﺭ ﺍﻻﺑﺘﻜﺎﺭ‪.‬‬

‫‪158‬‬
‫‪‬‬

‫‪ -٢‬ﺍﻟﺒﺤﺚ ﺍﳉﲈﻋﻲ ﺣﻮﻝ ﺍﻻﺑﺘﻜﺎﺭ‬

‫ﺇﺛﺮ ﻛﺘﻴﺐ ﺃﻭﺳﻠﻮ‪ ،‬ﺟﻬﺰﺕ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫ﺇﺩﺍﺭﺓ ﺍﻹﺣﺼﺎﺀ ﰲ ﺍﳌﺠﻤﻮﻋﺔ ﺍﻷﻭﺭﻭﺑﻴﺔ‪ ،‬ﺍﺳﺘﺒﻴﺎﻧ ﹰﺎ ﻣﺘﻨﺎﻏ ﹰﲈ ﻣﻌﻨﻮﻥ ” ﺍﻟﺒﺤﺚ‬
‫ﺍﳉﲈﻋﻲ ﺣﻮﻝ ﺍﻻﺑﺘﻜﺎﺭ“ )‪ (CIS‬ﺍﻟﺬﻱ ﻳﺘﻌﻠﻖ ﺑﺪﻭﻝ ﺍﳌﺠﻤﻮﻋﺔ ﺍﻷﻭﺭﻭﺑﻴﺔ‪.‬‬
‫) ﳚﺐ ﺃﻥ ﻧﻀﻴﻒ ﺇﻟﻴﻬﺎ ﺍﻟﻨﺮﻭﺝ ﻭﺃﻳﺴﻠﻨﺪﺍ(‪.‬‬
‫ﻭﻫﻨﺎﻟﻚ ﻋﴩ ﺩﻭﻝ ﺧﺎﺭﺝ ﺍﻻﲢﺎﺩ ﺍﻷﻭﺭﻭﰊ ﻣﻨﺘﻤﻴﺔ ﺇﱄ ﻣﻨﻈﻤﺔ‬
‫ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﲡﺮﻱ ﺑﺤﻮﺛ ﹰﺎ ﻭﻃﻨﻴﺔ ﻣﻦ ﺍﻟﻨﻮﻉ ﺫﺍﺗﻪ‪.‬‬
‫ﻫﺬﺍ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻳﻀﻢ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ ﻭﻫﻲ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻣﻌﻠﻮﻣﺎﺕ ﻋﺎﻣﺔ ﺣﻮﻝ ﺍﻟﴩﻛﺔ‪.‬‬
‫‪ -‬ﻣﺪﻱ ﻭﺃﺛﺮ ﺍﻻﺑﺘﻜﺎﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﰲ ﺍﻟﴩﻛﺔ‪.‬‬
‫‪ -‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﰲ ﻧﺸﺎﻁ ﺍﻻﺑﺘﻜﺎﺭ‪.‬‬
‫‪ -٣‬ﺑﺤﺚ ”ﺍﳌﻬﺎﺭﺍﺕ ﻟﻼﺑﺘﻜﺎﺭ“‬
‫ﻧﻮﻉ ﺑﺤﺚ ”ﺍﳌﻬﺎﺭﺍﺕ ﻟﻼﺑﺘﻜﺎﺭ“ ﻗﺪ ﺃﻃﻠﻖ ﻟﻠﻤﺮﺓ ﺍﻷﻭﱄ ﻋﺎﻡ ‪١٩٩٧‬‬
‫ﻭﺳﻤﺢ ﺑﺘﻮﺿﻴﺢ ﺗﻨﻈﻴﻢ ﻧﺸﺎﻁ ﺍﻻﺑﺘﻜﺎﺭ ﺩﺍﺧﻞ ﺍﻟﴩﻛﺔ‪ .‬ﻳﺴﻤﺢ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺑﺎﻟﺮﺩ‬
‫ﻋﲇ ﺃﺭﺑﻌﺔ ﺃﺳﺌﻠﺔ ﻛﺒﲑﺓ ﺗﺘﻌﻠﻖ ﺑﺘﺴﻌﺔ ﺃﻧﻮﺍﻉ ﻣﻬﺎﺭﺍﺕ‪ :‬ﻣﺎﻫﻲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺮﻏﻮﺏ‬
‫ﺑﺎﻣﺘﻼﻛﻬﺎ ﻟﻼﺑﺘﻜﺎﺭ؟ ﻣﺎ ﻫﻲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻜﺘﺴﺒﺔ؟ ﻣﺎ ﻫﻲ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻲ ﲤﻠﻜﻬﺎ‬
‫ﺍﻟﴩﻛﺔ ﻭﺍﻟﺘﻲ ﺗﺘﻼﺀﻡ ﻣﻊ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ؟ ﻣﺎ ﻫﻲ ﻓﻌﺎﻟﻴﺔ ﻫﺬﻩ ﺍﻟﻮﺳﺎﺋﻞ؟‬

‫‪159‬‬
 ‫‪‬‬

‫ﺗﺘﻌﻠﻖ ﺍﳌﻬﺎﺭﺍﺕ ﻟﻼﺑﺘﻜﺎﺭ ﺑﺎﳌﺠﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫* ﺇﺩﺧﺎﻝ ﺍﻻﺑﺘﻜﺎﺭ ﰲ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ﻟﻠﴩﻛﺔ‪.‬‬
‫* ﺍﳌﺘﺎﺑﻌﺔ‪ ،‬ﺍﻟﺘﻮﻗﻊ ﻭﺍﻟﻌﻤﻞ ﻋﲇ ﺗﻘﻴﻴﻢ ﺍﻷﺳﻮﺍﻕ‪.‬‬
‫* ﺗﻄﻮﻳﺮ ﺍﻻﺑﺘﻜﺎﺭﺍﺕ‪.‬‬
‫* ﺗﻨﻈﻴﻢ ﻭﺇﺩﺍﺭﺓ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫* ﺍﳊﺼﻮﻝ ﻋﲇ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
‫* ﺇﺩﺍﺭﺓ ﻭﲪﺎﻳﺔ ﺍﳌﻠﻜﻴﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ‪.‬‬
‫* ﺇﺩﺍﺭﺓ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺒﴩﻳﺔ ﲠﺪﻑ ﺍﻻﺑﺘﻜﺎﺭ‪.‬‬
‫* ﲤﻮﻳﻞ ﺍﻻﺑﺘﻜﺎﺭ‪.‬‬
‫* ﺑﻴﻊ ﺍﻻﺑﺘﻜﺎﺭ‪.‬‬
‫‪ -٤‬ﺍﳌﺆﴍﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ)‪.(١‬‬
‫ﺃﳘﻴﺔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺼﺎﺩﺭ ﺍﻟﺒﴩﻳﺔ ﻻﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳌﻌﺮﻓﺔ ﺃﻣﺮ‬
‫ﻳﻘﺮ ﺑﻪ ﺍﳉﻤﻴﻊ‪ .‬ﺭﻏﻢ ﺫﻟﻚ ﻣﺎ ﺯﺍﻝ ﻫﻨﺎﻟﻚ ﺍﻟﻘﻠﻴﻞ ﻣﻦ ﺍﳌﺆﴍﺍﺕ ﺍﳌﻌﺮﻭﻓﺔ‬
‫ﺟﺪ ﹰﺍ ﻟﺪﺭﺍﺳﺔ ﻫﺬﺍ ﺍﻟﺒﻌﺪ ﻣﻦ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﺫﻟﻚ ﻳﻌﻮﺩ ﻣﻦ ﺟﻬﺔ ﺇﱄ ﻧﻘﺺ‬
‫ﺍﻷﻋﲈﻝ ﰲ ﻫﺬﺍ ﺍﳌﺠﺎﻝ ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻱ ﺇﱄ ﺻﻌﻮﺑﺔ ﻗﻴﺎﺱ ﻛﻔﺎﺀﺍﺕ ﺍﻷﻓﺮﺍﺩ‬
‫ﻣﺒﺎﴍﺓ‪ .‬ﳌﺆﴍﺍﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﻣﺼﺪﺭﺍﻥ ﺭﺋﻴﺴﻴﺎﻥ‪ :‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ‬
‫ﺑﺎﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻜﻔﺎﺀﺍﺕ ﺃﻭ ﺑﻤﻬﻦ ﺍﻟﻌﲈﻝ‪.‬‬
‫)‪ (١‬ﺍﻷﺳﻜﻮﺍ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.١٤‬‬

‫‪160‬‬
‫‪‬‬

‫‪ -١‬ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺗﺴﻤﺢ ﺍﳌﺆﴍﺍﺕ ﺍﻟﻘﺎﺋﻤﺔ ﻋﲇ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪،‬‬
‫ﺑﺘﻘﻴﻴﻢ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ )ﺃﻭ ”ﺑﺎﻟﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ“( ﺍﳌﻜﺘﺴﺒﺔ ﺧﻼﻝ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺮﺳﻤﻴﺔ ﻟﻠﺘﻌﻠﻴﻢ‪ .‬ﻫﺬﻩ ﺍﳌﺆﴍﺍﺕ ﺗﺴﻤﺢ ﺑﺘﻘﻴﻴﻢ ﺍﳌﺨﺰﻭﻥ‬
‫ﻭﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺍﻟﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ‪ .‬ﲡﻤﻊ ﺇﺣﺼﺎﺀﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻋﲇ ﻗﺎﻋﺪﺓ‬
‫ﺩﻭﻟﻴﺔ ﻣﻦ ﻗﺒﻞ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻷﻭﻧﻴﺴﻜﻮ ﻭﺇﺩﺍﺭﺓ‬
‫ﺍﻹﺣﺼﺎﺀ ﰲ ﺍﳌﺠﻤﻮﻋﺔ ﺍﻷﻭﺭﻭﺑﻴﺔ‪ ،‬ﻭﻫﻲ ﺗﺘﻮﺍﻓﺮ ﻋﺎﺩﺓ ﻟﺒﻀﻌﺔ ﺃﻋﻮﺍﻡ‪.‬‬
‫‪ .١‬ﳐﺰﻭﻥ ﺍﻟﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ‬
‫ﺇﻥ ﳐﺰﻭﻥ ﺍﻟﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺮﺳﻤﻴﺔ ﻟﻠﺘﻌﻠﻴﻢ‬
‫ﻫﻮ ﺑﻄﺒﻴﻌﺘﻪ ﻣﺘﻨﺎﻏﻢ ﺟﺪ ﹰﺍ‪ ،‬ﻭﻻ ﻳﻤﻜﻦ ﺃﻥ ﺗﺆﻣﻦ ﺍﳌﺆﴍﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺇﻻ‬
‫ﺗﻘﻴﻴﲈﺕ ﺟﺰﺋﻴﺔ‪ ،‬ﻭﻗﺪ ﻃﻮﺭﺕ ﺛﻼﺙ ﻣﻘﺎﺭﺑﺎﺕ ﻟﺘﻘﺪﻳﺮ ﳐﺰﻭﻥ ﺍﻟﺮﺃﺳﲈﻝ‬
‫ﺍﻟﺒﴩﻱ)‪ .(١‬ﺍﻷﻭﱄ ﻣﺮﺗﻜﺰﺓ ﻋﲇ ﻣﺴﺘﻮﻱ ﺗﺪﺭﻳﺐ ﺍﻟﺴﻜﺎﻥ‪ .‬ﻭﺍﻟﺜﺎﻧﻴﺔ‬
‫ﺗﻘﻮﻡ ﻋﲇ ﻗﻴﺎﺱ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺮﺍﺷﺪﻳﻦ ﻣﺒﺎﴍﺓ‪ .‬ﻭﺍﻟﺜﺎﻟﺜﺔ ﺗﺮﺗﻜﺰ ﻋﲇ ﲢﺪﻳﺪ‬
‫ﺍﻟﻔﺮﻭﻗﺎﺕ ﺍﻟﺘﻲ ﲤﻴﺰ ﻋﺎﺋﺪﺍﺕ ﺍﻟﺮﺍﺷﺪﻳﻦ ﻭﺍﻟﺘﻲ ﺗﺒﺪﻭ ﻣﺮﺗﺒﻄﺔ ﺑﺨﺼﺎﺋﺺ‬
‫ﻓﺮﺩﻳﺔ ﺧﺎﺻﺔ‪ ،‬ﻭﻋﲇ ﺗﻘﺪﻳﺮ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﳍﺬﻩ ﺍﳋﺼﺎﺋﺺ ﻭﻣﻦ ﺛﻢ ﻋﲇ‬
‫ﲢﺪﻳﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻹﲨﺎﻟﻴﺔ ﳌﺨﺰﻭﻥ ﺍﻟﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ‪.‬‬
‫‪ -‬ﻣﺴﺘﻮﻱ ﺗﺪﺭﻳﺐ ﺍﻟﺴﻜﺎﻥ‬
‫ﺗﺘﻮﺍﻓﻖ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻊ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﱄ ﻟﻨﻮﻉ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺤﺪﺩ‬
‫)‪ (١‬ﻣﻨﻲ ﻣﺆﲤﻦ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٤‬‬

‫‪161‬‬
 ‫‪‬‬

‫ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﻛﻤﺮﺟﻌﻴﺔ ﻷﻋﲈﻝ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬

‫ﻭﺇﺩﺍﺭﺓ ﺍﻹﺣﺼﺎﺀ ﰲ ﺍﻻﲢﺎﺩ ﺍﻷﻭﺭﻭﰊ ﻭﺍﻷﻭﻧﻴﺴﻜﻮ‪.‬‬
‫‪ -‬ﺍﻟﻘﻴﺎﺱ ﺍﳌﺒﺎﴍ ﳌﻬﺎﺭﺍﺕ ﺍﻟﺮﺍﺷﺪﻳﻦ‬
‫ﻻ ﺗﺘﻮﺍﻓﻖ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻊ ﳎﻤﻮﻋﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺫﺍﲥﺎ ﰲ ﻛﻞ‬
‫ﺍﻟﺪﻭﻝ‪ ،‬ﻓﻬﻲ ﻻ ﺗﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻜﺘﺴﺒﺔ ﺧﺎﺭﺝ ﺍﻹﻃﺎﺭ‬
‫ﺍﻟﺮﺳﻤﻲ ﻟﻠﺘﻌﻠﻴﻢ‪ ،‬ﻭﻻ ﺗﺪﻫﻮﺭ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺬﻱ ﻳﻨﺘﺞ ﻋﻦ ﻏﻴﺎﺏ ﺍﳌﲈﺭﺳﺔ‪.‬‬
‫ﻫﺬﺍ ﺍﳌﺆﴍ ﻳﻨﻈﺮ ﰲ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺑﲔ ﺍﻟﺪﻭﻝ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱄ‬
‫ﻣﺴﺘﻮﻱ ﺗﺪﺭﻳﺐ ﻣﻌﲔ‪.‬‬
‫‪ -‬ﻗﻴﺎﺱ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻟﻠﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ‬
‫ﻭﻓﻘ ﹰﺎ ﻟﺒﻌﺾ ﺍﻟﻔﺮﺿﻴﺎﺕ‪ ،‬ﺃﻧﻪ ﳌﻦ ﺍﳌﻤﻜﻦ ﺗﻘﻴﻴﻢ ﺍﻟﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ‬
‫ﺑﺎﺣﺘﺴﺎﺏ ﻋﺎﺋﺪﺍﺕ ﺍﻟﺮﻭﺍﺗﺐ ﺍﻹﺿﺎﻓﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺨﺼﺎﺋﺺ ﻣﺴﺘﻮﻱ ﺛﻘﺎﻓﺔ‬
‫ﺍﻷﻓﺮﺍﺩ‪ .‬ﺇﻥ ﻧﺴﺒﺔ ﻋﺎﺋﺪﺍﺕ ﺃﺟﻮﺭ ﻋﺎﻣﻞ ﺑﻠﻎ ﻣﺴﺘﻮﻱ ﺗﻌﻠﻴﻢ ﻋﺎﻝ ﻭﻋﺎﻣﻞ‬
‫ﺫﻱ ﻣﺴﺘﻮﻱ ﺗﻌﻠﻴﻢ ﺃﺩﲏ‪ ،‬ﺗﺆﻣﻦ ﻗﻴﺎﺳ ﹰﺎ ﻟﻠﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ ﻟﻸﻭﻝ‪ .‬ﻣﻦ‬
‫ﺧﻼﻝ ﻣﻮﺍﺯﻧﺔ ﺍﻷﻗﺴﺎﻡ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻔﺌﺔ ﺍﻟﻌﺎﻣﻠﺔ ﲠﺬﺍ ﺍﳌﻌﺪﻝ ﻋﻨﺪ ﻣﺴﺘﻮﻳﺎﺕ‬
‫ﺗﻌﻠﻴﻢ ﳐﺘﻠﻔﺔ‪ ،‬ﻧﺤﺼﻞ ﻋﲇ ﻣﺆﴍ ﻟﻘﻴﻤﺔ ﺍﳌﺨﺰﻭﻥ ﺍﳌﺘﻮﺳﻄﻲ ﻟﻠﺮﺃﺳﲈﻝ‬
‫ﺍﻟﺒﴩﻱ‪ .‬ﻓﻠﻬﺬﺍ ﺍﳌﺆﴍ ﻣﻴﺰﺓ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺑ ﹰ‬
‫ﻼ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﻘﻴﺎﺳﺎﺕ ﻣﻌﺪﻻﺕ‬
‫ﻋﺎﺋﺪﺍﺕ ﺍﻟﺮﺃﺳﲈﻝ ﺍﳌﺎﺩﻱ‪ .‬ﺇﻻ ﺃﻧﻪ ﻳﺮﺗﻜﺰ ﻋﲇ ﻓﺮﺿﻴﺘﲔ ﻗﻮﻳﺘﲔ‪:‬‬
‫‪ -‬ﻋﺎﺋﺪﺍﺕ ﺍﻷﺟﻮﺭ ﻫﻲ ﻣﺆﴍ ﺟﻴﺪ ﻟﻺﻧﺘﺎﺟﻴﺔ ﺍﳍﺎﻣﺸﻴﺔ ﻟﻠﻌﻤﻞ‪.‬‬

‫‪162‬‬
‫‪‬‬

‫‪ -‬ﻣﻦ ﺍﳌﻤﻜﻦ ﺇﺟﺮﺍﺀ ﺍﺳﺘﺒﺪﺍﻝ ﻛﺎﻣﻞ ﺑﲔ ﺃﻓﺮﺍﺩ ﳐﺘﻠﻔﲔ ﻟﺪﳞﻢ ﻣﻌﺪﻝ‬

‫ﺭﺃﺳﲈﻝ ﺑﴩﻱ ﻣﻨﺨﻔﺾ‪ .‬ﺗﺘﻮﺍﻓﺮ ﺍﻟﺘﻘﻴﻴﲈﺕ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻟﻠﻮﻻﻳﺎﺕ‬
‫ﺍﳌﺘﺤﺪﺓ ﻭﺍﻟﺴﻮﻳﺪ ﻟﻜﻨﻬﺎ ﻟﻴﺴﺖ ﺃﻋﲈﻻﹰ ﻣﻨﺘﻈﻤﺔ‪.‬‬
‫‪ .٢‬ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺍﻟﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ‪.‬‬
‫ﻳﻤﻜﻦ ﺗﻘﻴﻴﻢ ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺍﻟﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ ﺑﻜﻤﻴﺔ ﻧﻮﻋﻲ ﻣﻮﺍﺭﺩ‬
‫ﳐﺼﺼﺔ ﻟﻠﺘﺪﺭﻳﺐ‪ :‬ﺍﳌﺎﻝ ﻭﺍﻟﻮﻗﺖ‪ .‬ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ ﺗﺴﺘﺜﻤﺮ ﻣﻦ ﻗﺒﻞ ﺃﻓﺮﺍﺩ ﺃﻭ‬
‫ﻣﺆﺳﺴﺎﺕ ﺃﻭ ﺣﻜﻮﻣﺎﺕ)‪:(١‬‬
‫‪ -‬ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﺎﻟﻴﺔ ﻟﻼﺳﺘﺜﲈﺭ‬
‫ﻭﻫﻲ ﺗﺮﺗﻜﺰ ﻋﲇ‪:‬‬
‫‪ -‬ﺍﻟﻨﻔﻘﺎﺕ ﺍﻹﲨﺎﻟﻴﺔ ﻟﻠﺘﻌﻠﻴﻢ‬
‫ﺗﺸﲑ ﺍﻟﻨﻔﻘﺎﺕ ﺍﻹﲨﺎﻟﻴﺔ ﻟﻠﺘﻌﻠﻴﻢ ﻭﻓﻘ ﹰﺎ ﻟﻨﺴﺒﺘﻬﺎ ﺍﳌﺌﻮﻳﺔ ﻣﻦ ﺇﲨﺎﱄ‬
‫ﺍﻟﻨﺎﺗﺞ ﺍﳌﺤﲇ‪ ،‬ﺇﱄ ﺍﳉﻬﺪ ﺍﻹﲨﺎﱄ )ﻣﻦ ﺃﺻﻞ ﻋﺎﻡ ﺃﻭ ﺧﺎﺹ( ﺍﳌﺒﺬﻭﻝ‬
‫ﻟﻠﺘﻌﻠﻴﻢ ﰲ ﺑﻠﺪ ﻣﺎ‪ .‬ﻫﺬﺍ ﺍﳌﺆﴍ ﻗﺪ ﻳﺰﺩﺍﺩ ﻭﺿﻮﺣ ﹰﺎ ﺑﻤﻘﺎﺭﻧﺔ ﺍﻟﻨﻔﻘﺎﺕ‬
‫ﺍﻹﲨﺎﻟﻴﺔ ﻟﻜﻞ ﻭﻟﺪ ﺃﻭ ﺗﻠﻤﻴﺬ ﰲ ﺇﲨﺎﱄ ﺍﻟﻨﺎﺗﺞ ﺍﳌﺤﲇ ﻟﻜﻞ ﺷﺨﺺ‪ ،‬ﻳﻘﻴﺲ‬
‫ﻣﺘﻮﺳﻂ ﺍﻻﺳﺘﺜﲈﺭ ﺍﳌﺨﺼﺺ ﻟﺘﺪﺭﻳﺐ ﺷﺎﺏ ﻧﺴﺒﺔ ﺇﱄ ﻗﺪﺭﺓ ﺑﻠﺪ ﻋﲇ ﺩﻓﻊ‬
‫ﻫﺬﺍ ﺍﻻﺳﺘﺜﲈﺭ‪ .‬ﻟﺘﻔﺴﲑ ﻫﺬﻩ ﺍﳌﺆﴍﺍﺕ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﺇﻧﻪ ﳌﻦ ﺍﳌﻔﻴﺪ ﺃﻥ‬
‫ﻧﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻧﺴﺐ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﳌﺘﻐﲑﺍﺕ‬

‫)‪ (١‬ﻫﺎﺷﻢ ﺍﻟﺸﻤﺮﻱ‪ ،‬ﻧﺎﺩﻳﺎ ﺍﻟﻠﻴﺜﻲ‪ ،‬ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪ ،‬ﺩﺍﺭ ﺻﻔﺎﺀ‪ ،‬ﻋﲈﻥ‪ ،‬ﻁ‪ ،٢٠٠٨ ،١‬ﺹ‪.٥٤‬‬

‫‪163‬‬
 ‫‪‬‬

‫ﺍﻟﺪﻳﻤﻮﻏﺮﺍﻓﻴﺔ ﻛﻨﺴﺒﺔ ﺍﻟﺴﻜﺎﻥ ﰲ ﺑﻠﺪ ﻣﺎ ﺍﻟﺬﻳﻦ ﻫﻢ ﰲ ﺳﻦ ﺍﻻﻟﺘﺤﺎﻕ‬

‫ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﺘﻮﺍﻓﺮﺓ ﻟﻌﺪﺩ ﻣﻦ ﺍﻷﻋﻮﺍﻡ‬
‫ﻭﺍﻟﺒﻠﺪﺍﻥ‪ ،‬ﺧﺎﺻﺔ ﺑﻔﻀﻞ ﻗﺎﻋﺪﺓ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫ﺗﻄﻠﻌﺎﺕ ﺇﱄ ﺍﻟﺘﻌﻠﻴﻢ )‪ ،(OCDE 2000a‬ﺇﻻ ﺃﻥ ﻗﺎﺑﻠﻴﺘﻬﺎ ﻟﻠﻤﻘﺎﺭﻧﺔ ﻣﺘﻘﻠﺼﺔ‬
‫ﺇﺫ ﺇﻥ ﻧﻔﻘﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳋﺎﺻﺔ ﻻ ﺗﻘﻴﻢ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﻭﻝ ﺑﺸﻜﻞ ﺟﻴﺪ‪.‬‬
‫‪ -‬ﻧﻔﻘﺎﺕ ﻋﺎﻣﺔ ﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﺍﺷﺪﻳﻦ‪.‬‬
‫ﺗﺸﻤﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺣﻮﻝ ﺍﻟﻌﲈﻟﺔ ﺍﻟﺘﻲ ﲨﻌﺘﻬﺎ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﻭﻝ ﻭﻟﻜﻞ ﻋﺎﻡ‪ ،‬ﺍﻟﻨﻔﻘﺎﺕ ﺍﻟﻌﺎﻡ ﻟﺘﺪﺭﻳﺐ‬
‫ﺍﻟﺮﺍﺷﺪﻳﻦ‪ .‬ﻫﺬﻩ ﺍﻟﻨﻔﻘﺎﺕ ﻗﺪ ﺗﺸﻤﻞ ﺍﻷﺷﺨﺎﺹ ﺫﻭﻱ ﺍﻟﻮﻇﺎﺋﻒ‬
‫ﻭﺍﻟﻌﺎﻃﻠﲔ ﻋﻦ ﺍﻟﻌﻤﻞ ﻭﺑﻌﺾ ﺍﳌﺠﻤﻮﻋﺎﺕ ﺍﳌﻬﻤﺸﺔ ﰲ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‬
‫ﻛﺎﻷﺷﺨﺎﺹ ﺍﳌﻌﻮﻗﲔ‪.‬‬
‫‪ -‬ﻧﻔﻘﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﻬﻨﻲ ﺍﳌﺨﺼﺼﺔ ﻣﻦ ﻗﺒﻞ ﺍﻟﴩﻛﺎﺕ‬
‫ﻳﺸﻜﻞ ﺍﻟﺒﺤﺚ ﺣﻮﻝ ﺗﻜﺎﻟﻴﻒ ﺍﻟﻌﻤﻞ ﺍﳌﺼﺪﺭ ﺍﻷﻛﺜﺮ ﺷﻤﻮﻟﻴﺔ ﺣﻮﻝ‬
‫ﺍﻻﺳﺘﺜﲈﺭﺍﺕ ﺍﻟﺘﻲ ﺗﻘﻮﻡ ﲠﺎ ﺍﻟﴩﻛﺎﺕ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺑﲈ ﺃﻧﻪ ﻳﺆﻣﻦ ﺗﻘﻴﻴ ﹰﲈ‬
‫ﻟﻨﻔﻘﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﻬﻨﻲ ﺍﳌﺨﺼﺼﺔ ﻣﻦ ﻗﺒﻞ ﺍﻟﴩﻛﺎﺕ‪.‬‬
‫‪ -‬ﺍﻻﺳﺘﺜﲈﺭ ﺑﺎﻟﻮﻗﺖ ﰲ ﺍﻟﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ‬
‫ﺗﻌﻄﻴﻨﺎ ﻣﻌﺪﻻﺕ ﺍﺭﺗﻴﺎﺩ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻓﻘ ﹰﺎ ﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ‪،‬‬
‫ﻓﻜﺮﺓ ﺃﻭﻟﻴﺔ ﻋﻦ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﻤﻀﻴﻪ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ .‬ﻫﻨﺎﻟﻚ‬

‫‪164‬‬
‫‪‬‬

‫ﻣﺆﴍﺍﻥ ﻳﻠﺨﺼﺎﻥ ﺃﻭﻗﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻣﺘﻮﻗﻊ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺪﺭﳼ‬

‫ﻟﻜﻞ ﻭﻟﺪ ﺑﻠﻎ ﺳﻦ ﺍﳋﺎﻣﺴﺔ ﻭﻣﺘﻮﻗﻊ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‬
‫)ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ( ﻟﺸﺎﺏ ﰲ ﺳﻦ ﺍﻟﺴﺎﺑﻌﺔ ﻋﴩ‪.‬‬
‫‪ -٢‬ﺍﻟﻜﻔﺎﺀﺍﺕ ﻭﺍﳌﻬﻦ‬
‫ﺇﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﺣﻮﻝ ﺍﻟﻘﻮﺓ ﺍﻟﻌﺎﻣﻠﺔ ﻫﻲ ﺍﳌﺼﺪﺭ ﺍﻟﺮﺋﻴﴘ‬
‫ﻟﻠﺒﻴﺎﻧﺎﺕ ﺣﻮﻝ ﻛﻔﺎﺀﺍﺕ ﺍﻟﻌﲈﻝ‪ .‬ﻭﻟﻜﻨﻬﺎ ﻣﺎ ﺯﺍﻟﺖ ﻏﲑ ﻣﺘﻨﺎﻏﻤﺔ ﺑﺸﻜﻞ‬
‫ﻛﺎﻑ ﻟﺘﺴﻤﺢ ﺑﺎﺳﺘﻐﻼﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺇﱄ ﺣﺪ ﻣﻘﺒﻮﻝ‪.‬‬
‫ﻭﺗﺴﻤﺢ ﺍﳌﺼﺎﺩﺭ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺇﻥ ﻛﺎﻧﺖ ﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻠﻤﻘﺎﺭﻧﺔ‪ ،‬ﺑﺈﺟﺮﺍﺀ ﲢﻠﻴﻞ‬
‫ﺃﺩﻕ ﻟﻠﻜﻔﺎﺀﺍﺕ ﻭﺍﳌﻬﻦ‪.‬‬
‫‪ÚÌäíj€a@Öâaχ€a@ÊÎåÇfl@paäë˚fl@MQ‬‬
‫‪ -١‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﺍﳌﺨﺼﺼﺔ ﻟﻠﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﻳﻀﻢ ﻓﺮﻳﻖ ﻋﻤﻞ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻛﻞ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳌﻌﻨﻴﲔ ﻣﺒﺎﴍﺓ‬
‫ﺑﺎﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﻳﺆﻣﻨﻮﻥ ﺧﺪﻣﺎﺕ ﻣﺮﺗﺒﻄﺔ‬
‫ﻣﺒﺎﴍﺓ ﺑﺄﻋﲈﻝ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻛﺎﻟﻜﻮﺍﺩﺭ ﻭﺍﳌﺪﺭﺍﺀ ﻭﻣﺴﺘﺨﺪﻣﻲ‬
‫ﺍﳌﻜﺘﺐ‪ .‬ﺗﻘﱰﺡ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺇﺩﺍﺭﺓ ﺍﻹﺣﺼﺎﺀ ﰲ‬
‫ﺍﻻﲢﺎﺩ ﺍﻷﻭﺭﻭﰊ‪ ،‬ﲢﺪﻳﺪ ﹰﺍ ﻣﻮﺳﻌ ﹰﺎ ﻟﻴﺸﻤﻞ ﳎﻤﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﺍﳌﺨﺼﺼﺔ‬
‫ﻟﻠﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬
‫‪ -‬ﺃﺷﺨﺎﺹ ﺗﺎﺑﻌﻮﺍ ﺩﺭﺍﺳﺎﺕ ﻋﻠﻴﺎ ﺇﺛﺮ ﻧﻴﻞ ﺷﻬﺎﺩﺓ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﻮﺱ ﰲ‬

‫‪165‬‬
 ‫‪‬‬

‫ﳎﺎﻝ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬

‫‪ -‬ﺃﺷﺨﺎﺹ ﻻ ﻳﻤﻠﻜﻮﻥ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﺮﺳﻤﻴﺔ )ﺷﻬﺎﺩﺍﺕ( ﺍﳌﺬﻛﻮﺭﺓ‬
‫ﺃﻋﻼﻩ‪ ،‬ﻭﻳﲈﺭﺳﻮﻥ ﻣﻬﻨ ﹰﺎ ﻋﻠﻤﻴﺔ ﻭﺗﻘﻨﻴﺔ ﺗﺘﻄﻠﺐ ﻋﺎﺩﺓ ﻫﺬﻩ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬
‫‪ -٢‬ﺍﳌﻬﻦ‬
‫ﻳﺴﻤﺢ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﱄ ﻟﻨﻮﻉ ﺍﳌﻬﻦ ﻣﺒﺪﺋﻴ ﹰﺎ ﺑﺄﻥ ﻳﺆﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ‬
‫ﺍﻟﻌﻤﻞ ﻭﻓﻘ ﹰﺎ ﻟﻠﻤﻬﻨﺔ ﰲ ﻛﻞ ﻗﻄﺎﻉ ﻧﺸﺎﻁ‪ ،‬ﻭﻫﻮ ﳛﺪﺩ ‪ ٢٧‬ﻣﻬﻨﺔ ﳎﻤﻮﻋﺔ ﰲ‬
‫ﻋﴩ ﳎﻤﻮﻋﺎﺕ ﻣﻬﻨﻴﺔ‪ .‬ﻻ ﺗﺆﻣﻦ ﻣﻌﻈﻢ ﺍﻟﺪﻭﻝ ﻧﺴﺒﺔ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﳌﻄﻠﻮﺑﺔ‬
‫ﻣﻦ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﱄ ﻟﻨﻮﻉ ﺍﳌﻬﻦ ﻭﺗﺴﺘﺨﺪﻡ ﲢﺪﻳﺪﺍﺕ ﳐﺘﻠﻔﺔ ﻟﻠﻤﻬﻦ‪.‬‬
‫ﺗﻘﺴﻢ ﺍﳌﻬﻦ ﻭﻓﻘ ﹰﺎ ﳋﻤﺴﺔ ﻣﻌﺎﻳﲑ ﻗﺎﻋﺪﻳﺔ‪:‬‬
‫‪ -١‬ﻗﻄﺎﻉ ﺍﻟﻨﺸﺎﻁ‪.‬‬
‫‪ -٢‬ﺣﺠﻢ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫‪ -٣‬ﺍﻷﻗﺴﺎﻡ‪.‬‬
‫‪ -٤‬ﺍﳌﻨﺎﻃﻖ‪.‬‬
‫‪ -٥‬ﺍﳉﻨﺲ ﺃﻭ ﺍﻟﻨﻮﻉ ﺍﻻﺟﺘﲈﻋﻲ )ﺍﳉﻨﺪﺭ(‪.‬‬
‫‪ÚÌäíj€a@Öâaχ€a@›‘‰m@paäë˚fl@MR‬‬
‫ﺇﻥ ﲢﺮﻛﺎﺕ ﺍﻟﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ ﻋﺎﻣﻞ ﻣﻬﻢ ﰲ ﻧﴩ ﺍﳌﻌﺎﺭﻑ‪ ،‬ﺧﺎﺻﺔ ﰲ‬
‫ﺗﻨﻘﻞ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻀﻤﻨﻴﺔ‪ .‬ﻭﻳﺘﻢ ﺗﻘﺪﻳﻢ ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺣﻮﻝ ﺗﻨﻘﻞ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﴩﻳﺔ ﰲ ﻓﱰﺗﲔ ﳐﺘﻠﻔﺘﲔ‪ .‬ﻭﺗﺸﻜﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺣﻮﻝ ﺍﻟﻘﻮﺓ ﺍﻟﻌﺎﻣﻠﺔ‬

‫‪166‬‬
‫‪‬‬

‫ﻣﺼﺪﺭ ﹰﺍ ﻣﺘﻨﺎﻏ ﹰﲈ ﻧﺴﺒﻴ ﹰﺎ ﻳﺴﻤﺢ ﺑﺈﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺎﺕ ﺩﻭﻟﻴﺔ‪ ،‬ﻭﻫﻲ ﻣﻘﺪﻣﺔ ﰲ‬

‫ﺍﻟﻨﻘﻄﺔ ﺍﻷﻭﱄ‬
‫‪ -‬ﺑﺤﻮﺙ ﺣﻮﻝ ﺍﻟﻘﻮﺓ ﺍﻟﻌﺎﻣﻠﺔ‬
‫ﺇﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺘﻲ ﺗﺴﻤﺢ ﺑﺈﻋﺪﺍﺩ ﺍﳌﺆﴍﺍﺕ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺣﻮﻝ‬
‫ﺣﺮﻛﺔ ﺍﻟﺘﻨﻘﻞ ﻫﻲ ﺍﻟﺒﺤﻮﺙ ﺍﳉﲈﻋﻴﺔ ﻭﺍﻟﻮﻃﻨﻴﺔ ﺣﻮﻝ ﺍﻟﻘﻮﺓ ﺍﻟﻌﺎﻣﻠﺔ‪.‬‬
‫ﻭﻳﺴﻤﺢ ﺍﻟﺒﺤﺚ ﺍﳉﲈﻋﻲ ﺣﻮﻝ ﺍﻟﻘﻮﺓ ﺍﻟﻌﺎﻣﻠﺔ ﺑﺪﺭﺍﺳﺔ ﺑﻌﺾ ﺃﺑﻌﺎﺩ ﺗﻨﻘﻞ‬
‫ﺍﻟﻌﲈﻝ ﺫﻭﻱ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ‪ .‬ﻳﺮﺗﻜﺰ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻋﲇ ﻋﻴﻨﺎﺕ ﻭﻃﻨﻴﺔ ﲤﺜﻞ‬
‫ﻋﺎﺩﺓ ﺑﲔ ‪ %٠٫٥‬ﻭ ‪ %١‬ﻣﻦ ﺇﲨﺎﱄ ﺍﻟﺴﻜﺎﻥ‪ .‬ﰲ ﳎﻤﻞ ﺍﻟﺪﻭﻝ‪ ،‬ﻳﺴﺘﻬﺪﻑ‬
‫ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﻷﴎ ﻭﻳﺘﻀﻤﻦ ﺳﺆﺍﻻﹰ ﺣﻮﻝ ﻗﻄﺎﻉ ﺍﻟﻌﲈﻟﺔ ﰲ ﺍﻟﺴﻨﺔ ﺍﳉﺎﺭﻳﺔ‬
‫ﻭﺍﻟﺴﻨﺔ ﺍﻟﺴﺎﺑﻘﺔ‪ .‬ﻭﻳﺴﻤﺢ ﺍﻟﺒﺤﺚ ﺑﺎﺣﺘﺴﺎﺏ ﺍﳌﻌﺪﻻﺕ ﺍﻟﻌﺎﻣﺔ ﳊﺮﻛﺔ‬
‫ﺍﻟﺘﻨﻘﻞ ﰲ ﻛﻞ ﻗﻄﺎﻉ ﺃﻱ ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﻟﻠﻌﲈﻝ ﺍﻟﺬﻳﻦ ﻏﲑﻭﺍ ﻣﺴﺘﺨﺪﻣﻴﻬﻢ‬
‫ﺧﻼﻝ ﺳﻨﺔ ﻣﻌﻴﻨﺔ ﰲ ﻗﻄﺎﻉ ﻣﺎ‪.‬‬
‫ﺑﺎﻹﲨﺎﻝ ﻻ ﺗﺴﻤﺢ ﺍﻟﺒﺤﻮﺙ ﺣﻮﻝ ﺍﻟﻘﻮﺓ ﺍﻟﻌﺎﻣﻠﺔ ﺇﻻ ﺑﺈﻋﺪﺍﺩ‬
‫ﺍﳌﺆﴍﺍﺕ ﺍﻟﻌﺎﻣﺔ ﺣﻮﻝ ﺣﺮﻛﺔ ﺗﻨﻘﻞ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ ﺍﳌﺆﻫﻠﺔ ﺟﺪ ﹰﺍ‪ ،‬ﺑﲈ ﺃﻥ‬
‫ﺣﺪﻭﺩﻫﺎ ﺍﻷﺳﺎﺳﻴﺔ ﻫﻲ ﺍﳊﺠﻢ ﺍﳌﺤﺪﻭﺩ ﻟﻠﻌﻴﻨﺎﺕ‪.‬‬
‫‪ -‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﻮﻃﻨﻴﺔ ﺍﳌﺤﺪﺩﺓ‪.‬‬
‫ﻻ ﻳﻤﻜﻦ ﺃﻥ ﺗﺮﺗﻜﺰ ﺩﺭﺍﺳﺔ ﺩﻗﻴﻘﺔ ﺣﻮﻝ ﺣﺮﻛﺔ ﺍﻟﺘﻨﻘﻞ‪ ،‬ﺧﺎﺻﺔ ﻣﺎ‬
‫ﺑﲔ ﺍﻟﻘﻄﺎﻋﺎﺕ‪،‬ﺇﻻ ﻋﲇ ﺑﻴﺎﻧﺎﺕ ﺇﺣﺼﺎﺋﻴﺔ ﻭﻋﲇ ﻗﺮﻥ ﺑﻄﺎﻗﺎﺕ ﺍﳌﻮﻇﻔﲔ‪/‬‬

‫‪167‬‬
 ‫‪‬‬

‫ﺍﳌﻮﻇﻔﲔ ﻓﻘﻂ‪ .‬ﻫﻨﺎﻟﻚ ﺛﻼﺛﺔ ﻣﺼﺎﺩﺭ ﺃﺧﺮﻱ‪ ،‬ﻳﺘﻌﻠﻖ ﺍﻷﻣﺮ ﺑﺒﺤﺚ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻬﻨﻴﺔ‪ ،‬ﻭﺑﺤﺚ ﲢﺮﻛﺎﺕ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ ﻭﺍﻟﺒﺤﺚ ﺍﻟﺴﻨﻮﻱ ﺣﻮﻝ‬
‫ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﰲ ﺍﻟﴩﻛﺎﺕ‪.‬‬
‫ﺩ‪ -‬ﻣﺆﴍﺍﺕ ﻧﴩ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‬
‫ﻣﻊ ﻇﻬﻮﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺍﻟﺘﻘﻲ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﺮﺗﻜﺰ ﻋﲇ ﺍﳌﻌﺮﻓﺔ ﺑﻘﺎﻋﺪﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻣﻼﺋﻤﺔ ﻣﺎ ﺃﺩﻱ ﺇﱄ‬
‫ﺗﻌﺰﻳﺰ ﻣﺸﱰﻙ ﺑﲔ ﺍﺯﺩﻫﺎﺭ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﻜﺜﻔﺔ ﰲ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻹﻧﺘﺎﺝ ﻭﻧﴩ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ‪ .‬ﳍﺬﻩ ﺍﻷﺧﲑﺓ ﺛﻼﺛﺔ ﺗﺄﺛﲑﺍﺕ ﰲ ﺍﻻﻗﺘﺼﺎﺩ)‪:(١‬‬
‫* ﺇﳖﺎ ﺗﺴﻤﺢ ﺑﺪﺭ ﺃﺭﺑﺎﺡ ﺇﻧﺘﺎﺟﻴﺔ ﺧﺎﺻﺔ ﰲ ﳎﺎﻝ ﺍﳌﻌﺎﳉﺔ ﻭﺍﻟﺘﺨﺰﻳﻦ‬
‫ﻭﺗﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ :‬ﳏﻮﺭ ﺃﺳﺎﳼ ﻣﻦ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫* ﺗﻌﺰﺯ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺍﳉﺪﻳﺪﺓ ﻇﻬﻮﺭ ﻭﺍﺯﺩﻫﺎﺭ‬
‫ﺻﻨﺎﻋﺎﺕ ﺟﺪﻳﺪﺓ ﻣﺜﻼﹰ‪ :‬ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺍﳌﺘﻌﺪﺩﺓ‪ ،‬ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ‪،‬‬
‫ﺧﱪﺍﺀ ﻣﻮﺍﻗﻊ ﺍﻹﻧﱰﻧﺖ‪ ،‬ﺍﳉﺪﺍﻭﻝ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ‪ ،‬ﺗﻮﻇﻴﻒ ﺍﳌﺪﺧﺮﺍﺕ‬
‫ﺍﳌﴫﻓﻴﺔ‪ ،‬ﺍﻟﺼﻨﺎﻋﺔ ﺍﻟﻘﺎﺋﻤﺔ ﻋﲇ ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﺍﻟﺘﻬﺎﺗﻒ‪.‬‬
‫* ﺇﳖﺎ ﲢﺚ ﻋﲇ ﺍﻋﺘﲈﺩ ﻧﲈﺫﺝ ﺗﻨﻈﻴﻤﻴﺔ ﺃﺻﻠﻴﺔ ﲠﺪﻑ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻓﻀﻞ‬
‫ﻟﻺﻣﻜﺎﻧﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﺘﻮﺯﻳﻊ ﻭﻧﴩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﲢﺘﻞ ﻣﻜﺎﻧ ﹰﺎ ﺟﻮﻫﺮﻳ ﹰﺎ‬

‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.٥٤‬‬

‫‪168‬‬
‫‪‬‬

‫ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻷﺳﺒﺎﺏ ﻋﺪﺓ‪ :‬ﻣﻦ ﺟﻬﺔ ﻳﺘﻢ ﺇﻧﺘﺎﺝ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﰲ ﻗﻄﺎﻉ ﻳﻜﻮﻥ ﻓﻴﻪ ﻧﺸﺎﻁ ﺍﻻﺑﺘﻜﺎﺭ ﻣﻜﺜﻔ ﹰﺎ‪) .‬ﻣﺜ ﹰ‬
‫ﻼ ﰲ ﺻﻨﺎﻋﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‬
‫ﺍﻟﻔﺮﻧﺴﻴﺔ‪ ،‬ﻛﺎﻧﺖ ﻧﻔﻘﺎﺕ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺘﻨﻤﻴﺔ ﲤﺜﻞ ‪ %١٥٫٧‬ﻣﻦ ﺍﻟﻘﻴﻤﺔ‬
‫ﺍﳌﻀﺎﻓﺔ ﻋﺎﻡ ‪ ١٩٩٨‬ﺃﻱ ﺿﻌﻒ ﺍﻟﺼﻨﺎﻋﺔ ﺍﻷﺧﺮﻱ(‪ ،‬ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻱ‪ ،‬ﻓﺈﻥ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺗﺼﻨﻴﻔﻬﺎ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ‬
‫ﻋﺎﻣﺔ‪ ،‬ﻫﻲ ﺃﺳﺎﺱ ﺍﺑﺘﻜﺎﺭﺍﺕ ﺍﳋﺪﻣﺎﺕ ﻭﺍﳌﻨﺘﺠﺎﺕ ﰲ ﳎﻤﻞ ﺍﻻﻗﺘﺼﺎﺩ‪.‬‬
‫ﺃﺧﲑ ﹰﺍ‪ ،‬ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻫﻲ ﺩﻋﺎﻣﺔ ﻟﱰﻣﻴﺰ ﺍﳌﻌﺎﺭﻑ‪ .‬ﺇﻥ ﺇﻧﺘﺎﺝ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺣﻮﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻣﻬﻢ ﺟﺪ ﹰﺍ ﻭﻟﻜﻨﻪ ﻗﻠﲈ ﻳﻜﻮﻥ‬
‫ﻣﺘﻨﺎﻏ ﹰﲈ‪ .‬ﳍﺬﻩ ﺍﻷﺳﺒﺎﺏ ﻟﻦ ﻧﺤﺎﻭﻝ ﺍﻟﺘﻌﻤﻖ ﻛﺜﲑ ﹰﺍ ﰲ ﺍﳌﻮﺿﻮﻉ ﻭﺳﻨﻜﺘﻔﻲ‬
‫ﺑﺘﻘﺪﻳﻢ ﺍﳌﺆﴍﺍﺕ ﺍﻟﺘﻲ ﺗﺴﻤﺢ ﺑﺈﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺎﺕ ﺩﻭﻟﻴﺔ‪.‬‬
‫‪ -١‬ﺇﻧﺘﺎﺝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‬
‫ﺗﺸﻬﺪ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺣﻮﻝ ﻗﻄﺎﻉ ﺇﻧﺘﺎﺝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ ﺗﻨﺎﻏ ﹰﲈ ﻣﺘﺰﺍﻳﺪ ﹰﺍ‪ ،‬ﻓﺎﳍﻴﺌﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﺪﻭﻟﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﲤﻴﻞ ﺇﱄ‬
‫ﺍﻋﺘﲈﻝ ﲢﺪﻳﺪ ﻣﺸﱰﻙ ﳍﺬﺍ ﺍﻟﻘﻄﺎﻉ‪ .‬ﺇﻥ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫ﻫﻲ ﻭﺭﺍﺀ ﺇﻧﺸﺎﺀ ﻓﺮﻳﻖ ﻋﻤﻞ ﺣﻮﻝ ﺍﳌﺆﴍﺍﺕ ﳌﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺬﻱ‬
‫ﳞﺪﻑ ﺇﱄ ﲢﺴﲔ ﺍﳌﻘﺎﺭﻧﺔ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻺﺣﺼﺎﺀﺍﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺣﻮﻝ ﺍﻻﻗﺘﺼﺎﺩ‬
‫ﻭﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻫﺬﺍ ﺍﻟﻔﺮﻳﻖ ﺳﻤﺢ ﺑﺎﻟﺘﻮﺻﻞ ﺇﱄ ﲢﺪﻳﺪ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﻓﻘ ﹰﺎ ﻟﻘﻄﺎﻋﺎﺕ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﺴﺘﻘﺮﺓ ﻧﺴﺒﻴ ﹰﺎ‪،‬‬
‫ﺇﻻ ﺃﻧﻪ ﻳﻄﺮﺡ ﺳﻠﺴﻠﺔ ﻣﺸﺎﻛﻞ ﻣﻦ ﺣﻴﺚ ﺃﻧﻪ ﻳﺒﻘﻲ ﺍﺧﺘﻼﻓﺎﺕ ﰲ ﺗﻜﻮﻳﻦ‬

‫‪169‬‬
 ‫‪‬‬

‫ﺍﻟﻘﻄﺎﻋﺎﺕ ﺑﲔ ﺍﻟﺪﻭﻝ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ‪ ،‬ﰲ ﺑﻠﺪ ﻣﻌﲔ ﺗﺸﻤﻞ ﻧﺸﺎﻃﺎﺕ ﺍﻟﺒﺚ‬

‫ﺍﻹﺫﺍﻋﻲ ﻭﺍﳌﺘﻠﻔﺰ ﰲ ﺧﺪﻣﺎﺕ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻻﺳﻠﻜﻴﺔ ﻓﻴﲈ ﻻ‬
‫ﺗﻜﻮﻥ ﻣﺸﻤﻮﻟﺔ ﰲ ﺩﻭﻝ ﺃﺧﺮﻱ‪.‬‬
‫‪ -٢‬ﻧﴩ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‬
‫ﺇﻥ ﺑﻴﺎﻧﺎﺕ ﻧﴩ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻣﺘﻌﺪﺩﺓ‬
‫ﻭﻣﺘﻨﻮﻋﺔ ﺟﺪ ﹰﺍ ﻭﻟﻜﻨﻬﺎ ﺗﻀﻢ ﻋﻴﻮﺑ ﹰﺎ ﻛﺒﲑﺓ‪ .‬ﺇﻧﻪ ﳌﻦ ﺍﻟﺼﻌﺐ ﻣﻘﺎﺭﻧﺘﻬﺎ ﺑﲔ‬
‫ﺑﻠﺪ ﻭﺁﺧﺮ ﻭﻣﺼﺪﺭ ﻭﺁﺧﺮ ﻭﻏﺎﻟﺒ ﹰﺎ ﻣﺎ ﺗﻜﻮﻥ ﻏﻲ ﻣﻮﺛﻮﻗﺔ ﺟﺪ ﹰﺍ‪.‬‬
‫ﺇﻥ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﻟﻸﺟﻬﺰﺓ ﻭﺍﻟﱪﺍﳎﻴﺎﺕ ) ﺍﺳﺘﺜﲈﺭ‪ ،‬ﺗﺪﻫﻮﺭ ﺍﻟﻌﻤﻠﺔ‬
‫ﺇﻟﺦ( ﻟـ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ ﻟﻴﺴﺖ ﻣﻘﺎﺳﺔ ﺑﻌﺪ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ .‬ﰲ ﺍﻟﻮﺍﻗﻊ‬
‫ﻻ ﺗﺰﻭﺩ ﺣﺴﺎﺑﺎﺕ ﺍﻟﴩﻛﺎﺕ ﻣﻌﻠﻮﻣﺎﺕ ﺧﺎﺻﺔ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ‪ .‬ﻫﺬﻩ ﺍﻟﻨﻮﺍﻗﺺ ﻻ ﺗﻌﻮﺽ ﺇﻻ ﺟﺰﺋﻴ ﹰﺎ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺒﺤﻮﺙ‬
‫ﺍﳌﺘﻨﺎﻏﻤﺔ‪ .‬ﻭﺣﺪﻩ ﺍﻟﺒﺤﺚ ﺍﳌﻌﻨﻮﻥ ﰲ ﻓﺮﻧﺴﺎ ” ﺍﻷﲤﺘﺔ ﻭﺍﳌﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‬
‫ﺍﻟﺼﻨﺎﻋﻴﺔ“ ﻗﺪ ﺃﺟﺮﻱ ﰲ ﻋﺪﺩ ﻣﻦ ﺩﻭﻝ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﲠﺪﻑ ﺗﻨﺎﻏﻢ ﺍﻻﺳﺘﺒﻴﺎﻧﺎﺕ‪.‬‬
‫‪Zڜ仇€a@Öbñn”¸@ÚÓ„bÿ‡€a@pbüb‘ç¸a@ZbĆ çÖbç‬‬
‫ﺗﻌﺪ ﺟﻐﺮﺍﻓﻴﺔ ﺍﳌﺪﻳﻨﺔ ﺍﻟﻮﻋﺎﺀ ﻭﺍﻷﺭﺿﻴﺔ ﺍﻟﺘﻲ ﺗﻀﻢ ﳐﺘﻠﻒ ﺃﻧﺸﻄﺔ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﺇﻥ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﻳﻌﻨﻲ ﺿﻤﻨ ﹰﺎ ﺇﻥ ﺃﻧﺸﻄﺔ‬
‫ﻫﺬﺍ ﺍﻻﻗﺘﺼﺎﺩ ﳚﺐ ﺃﻥ ﺗﻨﺠﺰ ﰲ ﺣﺪﻭﺩ ﺟﻐﺮﺍﻓﻴﺔ ﻣﻨﺎﺳﺒﺔ ﻭﻣﻼﺋﻤﺔ ﳍﺬﺍ‬

‫‪170‬‬
‫‪‬‬

‫)‪Knowledge‬‬ ‫ﺍﻻﻗﺘﺼﺎﺩ ﻭﻫﻮ ﻣﺎ ﺍﺻﻄﻠﺢ ﻋﲇ ﺗﺴﻤﻴﺘﻪ ﺑﻤﺪﻳﻨﺔ ﺍﳌﻌﺮﻓﺔ‬

‫‪ (Informa‬ﺇﻥ ﻛﻞ ﻧﺸﺎﻁ ﻣﻌﺮﰲ‬ ‫‪ (City‬ﻭﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ )‪on Socity‬‬

‫ﳞﺘﻢ ﺑﺎﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻻﺑﺪ ﻟﻪ ﺃﻥ ﻳﺘﻄﻠﺐ ﻭﺟﻮﺩ ﻣﻜﺎﻥ ﻣﻌﺮﰲ‬

‫)‪ (Knowledge Space‬ﺃﻭ ﻣﻨﻄﻘﺔ ﻣﻌﺮﻓﻴﺔ )‪.(Knowledge Zone‬‬
‫‪ -١‬ﻣﺪﻥ ﺍﳌﻌﺮﻓﺔ )‪:(Knowledge City‬‬
‫ﰲ ﻣﺪﻳﻨﺔ ﺍﳌﻌﺮﻓﺔ ﺗﻜﻮﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺍﳌﺤﺮﻙ ﺍﻷﺳﺎﺱ‬
‫ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﻌﻤﺮﺍﻧﻴﺔ ﻭﺗﺆﺛﺮ ﺑﺸﻜﻞ ﻣﺒﺎﴍ ﻭﻗﻮﻱ ﰲ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﺮﺍﻧﻴﺔ‬
‫ﻭﻃﺮﻳﻘﺔ ﺍﻟﻌﻴﺶ ﻓﻴﻬﺎ ﺇﺫﻥ ﻣﻦ ﺧﻼﻝ ﳏﺪﺩﺍﺕ ﻣﺪﻥ ﺍﳌﻌﺮﻓﺔ ﻓﻤﻦ ﺍﻟﴬﻭﺭﻱ‬
‫ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﺤﻄﺎﺕ ﺍﻟﻌﻤﺮﺍﻧﻴﺔ ﳌﺪﻥ ﺍﳌﻌﺮﻓﺔ ﺃﻥ ﺗﺄﺧﺬ ﺑﻨﻈﺮ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻟﱰﻛﻴﺰ‬
‫ﻋﲇ ﺇﻧﺘﺎﺝ ﻭﺗﻮﺯﻳﻊ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻄﺒﻴﻘﻬﺎ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺘﺎﻟﻴﺔ‬
‫‪ .١‬ﺍﻻﻫﺘﲈﻡ ﺑﻘﻀﺎﻳﺎ ﺍﻟﺒﻴﺌﺔ ﺍﳌﺴﺘﺪﺍﻣﺔ )‪.(Sustainable development‬‬
‫‪ .٢‬ﺍﻷﺧﺬ ﺑﻨﻈﺮ ﺍﻻﻋﺘﺒﺎﺭ ﺗﻜﺎﻓﺆ ﺍﻟﻔﺮﺹ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫‪ .٣‬ﺍﻻﻫﺘﲈﻡ ﺑﻤﻨﻈﻮﻣﺔ ﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺤﻠﻴﺔ ‪.Local area net work‬‬
‫‪ .٤‬ﺍﻻﻫﺘﲈﻡ ﺑﻤﻨﻈﻮﻣﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫‪ .٥‬ﺍﻧﻌﻜﺎﺳﺎﺕ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﻋﲇ ﺳﻴﺎﺳﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻌﻤﺮﺍﲏ‪.‬‬
‫‪ .٦‬ﺗﻄﻮﻳﺮ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﺤﺘﻴﺔ ﻟﻠﻤﺪﻳﻨﺔ ﰲ ﺍﳌﺠﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﳎﺎﻻﺕ ﺗﻄﻮﻳﺮ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻌﻤﺮﺍﻧﻴﺔ‪.‬‬
‫‪ -‬ﳎﺎﻻﺕ ﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﻌﺎﻣﺔ‪.‬‬

‫‪171‬‬
 ‫‪‬‬

‫‪ -‬ﳎﺎﻻﺕ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ‪.‬‬

‫‪ -‬ﳎﺎﻻﺕ ﺗﻨﻤﻴﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﻴﺎﺣﻴﺔ‪.‬‬
‫‪ -‬ﳎﺎﻻﺕ ﲢﻔﻴﺰ ﺟﻠﺐ ﺍﻻﺳﺘﺜﲈﺭﺍﺕ‪.‬‬
‫‪ -‬ﳎﺎﻻﺕ ﺗﻄﻮﻳﺮ ﺍﳋﻄﻂ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ‪.‬‬
‫‪ .٧‬ﺍﻻﻫﺘﲈﻡ ﺑﺎﻟﻌﺪﺍﻟﺔ ﺍﻻﺟﺘﲈﻋﻴﺔ‪.‬‬
‫‪ .٨‬ﺇﻧﺸﺎﺀ ﺍﳌﺒﺎﲏ ﺍﻟﺬﻛﻴﺔ ﻟﺘﺆﺩﻱ ﺩﻭﺭﻫﺎ ﰲ ﻣﺪﻥ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ .٩‬ﻭﺿﻊ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﻹﻧﺸﺎﺀ ﻣﺪﻥ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﺪﻭﺭ ﺍﳊﻜﻮﻣﻲ ﻓﻴﻬﺎ‪.‬‬
‫‪ .١٠‬ﺗﺄﻫﻴﻞ ﺍﻟﻜﻮﺍﺩﺭ ﺍﻟﺒﴩﻳﺔ ﻋﻠﻤﻴ ﹰﺎ ﻣﻦ ﺧﻼﻝ ﺗﻘﻨﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪ .١١‬ﺻﻴﺎﻏﺔ ﺍﳌﺨﻄﻄﺎﺕ ﻭﻓﻖ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺴﺘﺨﺪﻣﺔ ﳌﻨﺎﻃﻖ ﻭﺃﻣﺎﻛﻦ ﺍﳌﻌﺮﻓﺔ)‪.(١‬‬
‫‪Zڜ仇€a@ÊÜfl@pbÌÏnéfl‬‬
‫ﺇﻥ ﻣﺪﻳﻨﺔ ﺍﳌﻌﺮﻓﺔ ﲤﺜﻞ ﺇﺳﻘﺎﻃﺎﺕ ﻣﻜﺎﻧﻴﺔ ﻟﻼﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﻭﻣﻦ‬
‫ﺧﻼﻝ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﻋﲇ ﻣﺴﺘﻮﻱ ﳏﲇ‪.‬‬
‫• ﻋﲇ ﻣﺴﺘﻮﻱ ﺍﻹﻗﻠﻴﻤﻲ‪.‬‬
‫• ﻋﲇ ﻣﺴﺘﻮﻱ ﺍﻟﻌﺎﳌﻲ‪.‬‬

‫)‪ (١‬ﺻﺎﺩﻕ ﻋﲇ ﻃﻌﺎﻥ‪ ،‬ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﻭﺩﻭﺭﻩ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﺹ ﺹ ‪-١٤‬‬
‫‪ ،١٥‬ﻣﺘﺎﺡ ﻋﲇ ﺍﻟﺮﺍﺑﻂ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪hp://www.iasj.net/iasj?func=fulltext&aId=63202‬‬

‫‪172‬‬
‫‪‬‬

‫ﺇﻥ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﻟﻪ ﺗﺄﺛﲑ ﻋﲇ ﺍﻟﻔﺮﺍﻍ ﺍﻟﻌﻤﺮﺍﲏ ﻭﺍﳌﺠﺎﻝ ﺍﳉﻐﺮﺍﰲ‬

‫ﻟﻠﻤﻨﻄﻘﺔ ﺇﻥ ﻣﺪﻥ ﺍﳌﻌﺮﻓﺔ ﲤﺘﻠﻚ ﺍﻗﺘﺼﺎﺩ ﻳﻌﺘﻤﺪ ﻋﲇ ﻗﻴﻤﺔ ﻣﺎﻟﻴﺔ ﻣﺮﺗﻔﻌﺔ‬
‫ﻭﻣﻦ ﻧﺎﺗﺞ ﳏﲇ ﻗﻮﻱ ﻭﻛﺬﻟﻚ ﺗﻌﺘﻤﺪ ﻋﲇ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻘﻨﻲ‬
‫ﻭﻛﺬﻟﻚ ﲤﺘﻠﻚ ﻗﻴﻤﺔ ﻣﻌﺮﻓﻴﺔ ﻋﺎﻟﻴﺔ ﻭﺑﻨﻴﺔ ﻣﻌﺮﻓﻴﺔ ﺗﺘﻀﻤﻦ ﺍﻟﻌﻨﺎﴏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫* ﻣﺴﺘﺨﺪﻣﻮ ﺍﳌﻌﺮﻓﺔ ‪.Knowledge users‬‬
‫* ﺧﺪﻣﺎﺕ ﺍﳌﻌﺮﻓﺔ ‪.knowledge services‬‬
‫* ﻟﻮﺣﺔ ﻣﻔﺎﺗﻴﺢ ﺍﳌﻌﺮﻓﺔ ‪.Knowledge swich board‬‬
‫ﺇﻥ ﺍﳌﺪﻥ ﺍﳌﻌﺮﻓﻴﺔ ﲤﺜﻞ ﺍﺳﺘﺜﺘﲈﺭ ﺍﻗﺘﺼﺎﺩﻳ ﹰﺎ ﻭﻫﻲ ﳏﻔﺰ ﻛﺒﲑ ﳉﺬﺏ‬
‫ﺍﻻﺳﺘﺜﲈﺭﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﺤﻠﻴﺔ ﻭﺍﻷﺟﻨﺒﻴﺔ ﻭﺗﻮﻃﻴﻨﻬﺎ ﻭﺗﺴﺎﻫﻢ ﺃﻳﻀ ﹰﺎ ﰲ‬
‫ﺗﻮﻓﲑ ﻓﺮﺹ ﺍﻟﻌﻤﻞ ﻟﻸﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ ﺍﻟﻌﺎﻃﻠﺔ ﻋﻦ ﺍﻟﻌﻤﻞ ﳑﺎ ﺗﻘﺪﻡ ﻳﻤﻜﻦ‬
‫ﺗﻌﺮﻳﻒ ﻣﺪﻥ ﺍﳌﻌﺮﻓﺔ ” ﻫﻲ ﻣﺪﻥ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻭﻫﻲ ﻣﴩﻭﻋﺎﺕ ﲥﺪﻑ‬
‫ﰲ ﳎﻤﻠﻬﺎ ﺇﱄ ﺩﻓﻊ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺇﱄ ﺇﻧﺘﺎﺝ ﻭﺗﻮﻃﲔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ‬
‫ﲨﻴﻊ ﺍﻟﻘﻄﺎﻋﺎﺕ)‪.(١‬‬
‫‪Zڜ仇€a@ÊÜfl@ÊaÏ„c‬‬
‫* ﻣﺪﻥ ﻣﻠﺘﻘﻲ ﺍﻟﺒﺎﺣﺜﲔ ﻭﻫﺬﻩ ﺍﳌﺪﻥ ﺗﻌﻨﻲ ﺑﺎﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﻭﺗﻄﺒﻴﻘﺎﲥﺎ‪.‬‬

‫)‪ ،_____________ (١‬ﻭﺭﻗﺔ ﻋﻤﻞ ﻟﺘﺤﺪﻳﺪ ﺍﳌﻮﺍﻗﻊ ﺍﻟﺒﺪﻳﻠﺔ ﺍﳌﺘﺎﺣﺔ ﳌﴩﻭﻉ ﳎﻤﻌﺎﺕ‬
‫ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﻘﻨﻴﺔ ﺑﻤﻨﻄﻘﺔ ﻣﻜﺔ ﺍﳌﻜﺮﻣﺔ‪ ،‬ﻣﺘﺎﺡ ﻋﲇ ﺍﻟﺮﺍﺑﻂ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪h!p://www.makkahdevelopement.gov‬‬

‫‪173‬‬
 ‫‪‬‬

‫* ﻣﺪﻥ ﲥﺪﻑ ﻟﺘﻜﻮﻥ ﳎﻤﻌﺎﺕ ﻟﻠﻌﻠﻮﻡ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺭﻓﻊ ﺍﳌﻜﺎﻧﺔ‬

‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﳍﺎ‪.‬‬
‫* ﻣﺪﻥ ﲤﺜﻞ ﺣﺎﺿﻨﺎﺕ ﻭﻣﻘﺮﺍﺕ ﻟﺮﺟﺎﻝ ﺍﻷﻋﲈﻝ‪.‬‬
‫* ﻣﺪﻥ ﻟﻠﻤﴩﻭﻋﺎﺕ ﻭﻟﻠﴩﻛﺎﺕ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﳎﺎﻝ ﻧﻘﻞ ﺍﻟﺘﻘﻨﻴﺔ‪.‬‬
‫ﻣﻼﺣﻈﺎﺕ ﻋﺎﻣﺔ ﻻﺧﺘﻴﺎﺭ ﻣﻮﺍﻗﻊ ﻣﺪﻥ ﺍﳌﻌﺮﻓﺔ‪:‬‬
‫* ﻗﺮﲠﺎ ﻣﻦ ﻣﻮﺍﻗﻊ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪.‬‬
‫* ﺍﺭﺗﺒﺎﻃﻬﺎ ﻭﺗﻜﺎﻣﻠﻬﺎ ﻣﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﺸﺎﺭﻳﻊ‪.‬‬
‫* ﻗﺮﲠﺎ ﻣﻦ ﻃﺮﻕ ﺍﳌﻮﺍﺻﻼﺕ ﺍﳊﺪﻳﺜﺔ ﻭﺍﳌﻄﺎﺭﺍﺕ ﻭﺍﳌﻮﺍﻧﺊ‪.‬‬
‫* ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻮﺍﻗﻊ ﺍﳌﺨﺘﺎﺭﺓ ﺧﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺘﻠﻮﺙ ﻭﻧﻈﻴﻔﺔ ﺑﻴﺌﻴ ﹰﺎ‪.‬‬
‫* ﺃﻥ ﺗﺘﻮﻓﺮ ﻓﻴﻬﺎ ﲨﻴﻊ ﺍﳋﺪﻣﺎﺕ ﻭﺍﳌﺮﺍﻓﻖ ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫* ﺃﻥ ﺗﻜﻮﻥ ﻣﻮﺍﻗﻊ ﺍﳌﺪﻥ ﺑﻌﻴﺪﺓ ﻋﻦ ﺍﻟﺘﻜﺘﻼﺕ ﺍﻟﻌﻤﺮﺍﻧﻴﺔ ﺍﻟﻘﺪﻳﻤﺔ‬
‫ﺑﺤﻴﺚ ﻻ ﻳﺆﺛﺮ ﻋﻠﻴﻬﺎ ﺍﻟﻀﻐﻂ ﺍﻟﺴﻜﺎﲏ)‪.(١‬‬
‫‪NpbflÏ‹»‡€a@…‡nvfl@ZbÓ„bq‬‬
‫ﻻﺑﺪ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﻣﻦ ﺍﻹﺷﺎﺭﺓ ﺇﱄ ﻧﻘﻄﺔ ﺃﺳﺎﺳﻴﺔ ﻫﻲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺎﺣﺜﲔ‬
‫ﻭﺍﻟﻌﻠﲈﺀ ﻋﺪﺓ ﺗﺴﻤﻴﺎﺕ ﳌﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺜﻞ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺮﻗﻤﻲ‬
‫‪ ،(Digitaons‬ﺍﳌﺠﺘﻤﻊ ﺍﻟﺸﺒﻜﻲ‪ ،‬ﳎﺘﻤﻊ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪،‬‬ ‫)‪Society‬‬

‫ﺍﳌﺠﺘﻤﻊ ﺍﻟﻼﻭﺭﻗﻲ ”‪ ،“Paperless Society‬ﻭﺫﻟﻚ ﺍﻧﻄﻼﻗ ﹰﺎ ﻣﻦ ﺭﻓﻀﻬﻢ‬

‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.١٥‬‬

‫‪174‬‬
‫‪‬‬

‫ﻟﻔﻜﺮﺓ ﺇﻃﻼﻕ ﻣﺼﻄﻠﺢ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﲇ ﺍﳊﻘﺒﺔ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ‬

‫ﺻﻨﺎﻋﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ -‬ﺃﺑﺮﺯ ﻣﺎ ﻳﻤﻴﺰ ﻫﺬﻩ ﺍﳊﻘﺒﺔ‪ -‬ﻫﻲ ﺟﺰﺀ ﻣﻦ ﺍﻟﺼﻨﺎﻋﺔ‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻧﻨﺎ ﻣﺎﺯﻟﻨﺎ ﻧﻌﻴﺶ ﻣﺮﺣﻠﺔ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﺣﺘﻲ ﻭﺇﻥ ﺑﺪﺍ ﻓﻴﻪ‬
‫ﺗﻐﲑ ﻭﺗﻄﻮﺭ‪.‬‬
‫ﻋﺮﻑ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﲇ ﺃﻧﻪ ” ﺫﻟﻚ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺬﻱ ﳛﺮﺹ ﻋﲇ‬
‫ﺗﺼﻤﻴﻢ ﻭﺇﻧﺸﺎﺀ ﻭﺗﻘﻴﻴﻢ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻭﺻﻴﺎﻧﺔ ﻣﻨﻈﻮﻣﺎﺕ ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﳌﺎ ﺗﺸﺘﻤﻞ ﻋﻠﻴﻪ ﻣﻦ ﻣﻌﺪﺍﺕ ‪ Hardware‬ﻭﺑﺮﳎﻴﺎﺕ ‪ Soware‬ﻭﺟﻮﺍﻧﺐ‬
‫ﺗﻨﻈﻴﻤﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻻﺟﺘﲈﻋﻴﺔ ﺍﳌﱰﺗﺒﺔ ﻋﲇ ﺗﻠﻚ ﺍﳌﻨﻈﻮﻣﺎﺕ)‪.(١‬‬
‫ﻛﲈ ﺍﻋﺘﱪ ﺑﺄﻧﻪ ” ﺍﻟﺒﻴﺌﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﲈﻋﻴﺔ ﺍﻟﺘﻲ ﺗﻄﺒﻖ‬
‫ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺍﳉﺪﻳﺪﺓ ﺑﲈ ﰲ‬
‫ﺫﻟﻚ ﺍﻻﻧﱰﻧﺖ ﻟﻨﴩﻫﺎ‪ -‬ﺍﳌﻌﻠﻮﻣﺎﺕ‪ -‬ﻧﴩ ﹰﺍ ﻋﺎﺩﻻﹰ ﻳﻌﻢ ﺑﺎﻟﻨﻔﻊ ﻋﲇ ﺍﻷﻓﺮﺍﺩ‬
‫ﰲ ﲨﻴﻊ ﻧﻮﺍﺣﻲ ﺣﻴﺎﲥﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ‪.‬‬
‫ﻛﲈ ﻭﺻﻔﻪ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﺑﺄﻧﻪ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺬﻱ ﻳﺘﻀﻤﻦ ﲨﻴﻊ ﺍﻷﻧﺸﻄﺔ‬
‫ﻭﺍﻟﺘﺪﺍﺑﲑ ﻭﺍﳌﲈﺭﺳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺇﻧﺘﺎﺟ ﹰﺎ ﻭﺗﻨﻈﻴ ﹰﲈ ﻭﺍﺳﺘﺜﲈﺭ ﹰﺍ)‪.(٢‬‬
‫ﻭﻋﻤﻮﻣ ﹰﺎ ﻭﺭﻏﻢ ﺗﻌﺪﺩ ﺍﳌﻔﺎﻫﻴﻢ ﺣﻮﻝ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺇﻻ ﺃﻧﻪ‬

‫)‪ (١‬ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺇﺩﺭﻳﺲ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﻨﻈﲈﺕ ﺍﳌﻌﺎﴏﺓ‪،‬ﺩﺍﺭ‬
‫ﺍﳉﺎﻣﻌﺔ ’ ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،٢٠٠٥ ،‬ﺹ‪.٩٠‬‬
‫)‪ (٢‬ﺍﳍﻮﺵ ﳏﻤﺪ ﺃﺑﻮ ﺑﻜﺮ‪ ،‬ﺍﻟﺘﻘﻨﻴﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻜﺘﺒﺎﺕ‪ :‬ﻧﺤﻮ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﻋﺮﺑﻴﺔ‬
‫ﳌﺴﺘﻘﺒﻞ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﻟﴩﻭﻕ ﻟﻠﻨﴩ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،٢٠٠٢ ،‬ﺹ‪.١٣‬‬

‫‪175‬‬
 ‫‪‬‬

‫ﻳﻤﻜﻦ ﺍﺳﺘﺸﻔﺎﻑ ﺃﻥ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﻌﺘﻤﺪ ﺍﻋﺘﲈﺩ ﹰﺍ ﺃﺳﺎﺳﻴ ﹰﺎ ﻋﲇ ﺇﻧﺘﺎﺝ‬

‫ﻭﺍﺳﺘﻬﻼﻙ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﻓﲑﺓ ﻛﻤﻮﺭﺩ ﺍﺳﺘﺜﲈﺭﻱ ﻭﻛﺴﻠﻌﺔ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ‪،‬‬
‫ﻭﻛﺨﺪﻣﺔ ﻭﻛﻤﺼﺪﺭ ﻟﻠﺪﺧﻞ ﺍﻟﻘﻮﻣﻲ‪ ،‬ﻭﻛﻤﺠﺎﻝ ﻟﻠﻘﻮﻱ ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﻭﺍﻟﺘﻲ‬
‫ﺑﺪﻭﳖﺎ )ﺃﻱ ﺍﳌﻌﻠﻮﻣﺔ( ﻳﻔﻘﺪ ﺍﳌﺠﺘﻤﻊ ﺣﺮﻛﺘﻪ ﺍﻟﻨﺸﻄﺔ ﻭﺗﻨﺎﻏﻤﻪ ﺍﳌﺮﻏﻮﺏ‪،‬‬
‫ﻓﺎﳌﻌﻠﻮﻣﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﻌﺮﻓﺔ ﺃﺻﺒﺤﺖ ﳏﻮﺭ ﹰﺍ ﺃﺳﺎﺳﻴ ﹰﺎ ﺗﺪﻭﺭ ﻣﻦ ﺣﻮﻟﻪ ﻛﻞ‬
‫ﺃﻓﻌﺎﻝ ﻭﺃﻧﺸﻄﺔ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪pbflÏ‹»‡€a@…‡nvfl@ıb‰i@“aÜÁc‬‬
‫ﺗﺘﻤﺜﻞ ﺃﻫﺪﺍﻑ ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﺒﻴﺌﺔ‬
‫ﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﻭﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻀﺒﻂ ﻭﲪﺎﻳﺔ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺘﻌﺎﻣﻞ ﺑﲈ ﻳﺘﻼﺋﻢ ﻣﻊ‬
‫ﺍﳌﺴﺘﺠﺪﺍﺕ ﰲ ﳎﺎﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻘﻨﻴﺎﺕ ﻭﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ)‪،(١‬‬
‫ﻛﲈ ﳞﺪﻑ ﺇﱄ ﺗﻜﻮﻳﻦ ﻭﺗﺄﻫﻴﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﻭﺇﻛﺴﺎﲠﺎ ﺍﻟﻘﺪﺭﺓ ﻋﲇ‬
‫ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺘﺸﻐﻴﻞ ﻭﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻫﺬﺍ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱄ ﺗﻌﻤﻴﻢ ﺛﻘﺎﻓﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﳏﻮ‬
‫ﺍﻷﻣﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ‪ ،‬ﻛﲈ ﻳﻤﻜﻦ ﺇﻋﻄﺎﺀ ﺃﻫﺪﺍﻑ ﺃﺧﺮﻱ ﳌﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻓﻴﲈ ﻳﲇ‪:‬‬
‫‪ -‬ﺍﻟﺘﻮﻇﻴﻒ ﺍﻷﻣﺜﻞ ﻟﻠﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻭﺗﺴﺨﲑﻫﺎ ﳋﺪﻣﺔ ﺃﻏﺮﺍﺽ‬
‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‪ ،‬ﻭﳏﺎﺭﺑﺔ ﺍﻟﻔﻘﺮ ﻭﺍﻟﺒﻄﺎﻟﺔ‪ ،‬ﻭﺭﻓﻊ ﻣﺴﺘﻮﻱ ﺍﳌﻌﻴﺸﺔ‪ ،‬ﻭﺗﻘﺪﻳﻢ‬
‫ﺍﳋﺪﻣﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﻟﻠﻤﻮﺍﻃﻨﲔ ﺑﺸﻜﻞ ﺃﺳﻬﻞ‪ ،‬ﻭﴎﻳﻊ ﻭﺁﻣﻦ‪.‬‬
‫)‪ (١‬ﺭﺑﺤﻲ ﻣﺼﻄﻔﻲ ﻋﻠﻴﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٧٢‬‬

‫‪176‬‬
‫‪‬‬

‫‪ -‬ﺯﻳﺎﺩﺓ ﻭﺗﺸﺠﻴﻊ ﺍﻟﻘﺪﺭﺓ ﺍﻟﺒﺤﺜﻴﺔ ﻭﺩﻋﻢ ﺍﻻﺑﺘﻜﺎﺭ‪.‬‬

‫‪ -‬ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺟﺎﻣﻊ ﻭﻭﺿﻊ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺧﺪﻣﺔ ﺍﻟﺘﻨﻤﻴﺔ ﻣﻊ ﺗﺄﻣﲔ ﲤﺘﻊ ﺃﻛﺜﺮ ﻣﻦ ﻧﺼﻒ‬
‫ﺳﻜﺎﻥ ﺍﻟﻌﺎﱂ ﺑﺎﻟﻨﻔﺎﺫ ﺑﺸﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪ -‬ﺗﺴﻬﻴﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱄ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻻﻧﱰﻧﺖ‬
‫ﺑﺸﻜﻞ ﴎﻳﻊ ﻭﺁﻣﻦ ﳉﻤﻴﻊ ﴍﺍﺋﺢ ﺍﳌﺠﺘﻤﻊ‪.‬‬
‫‪ -‬ﺗﺒﻨﻲ ﻣﻔﻬﻮﻡ ﺍﻟﴩﺍﻛﺔ ﺍﳊﻘﻴﻘﻴﺔ ﺑﲔ ﺍﻟﻘﻄﺎﻉ ﺍﻟﻌﺎﻡ ﻭﺍﳋﺎﺹ ﰲ‬
‫ﺍﳋﻄﻂ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻭﺑﺸﻜﻞ ﺧﺎﺹ ﰲ ﻧﻘﻞ ﻭﺗﻮﻃﲔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﳌﻌﺮﻓﺔ‬
‫ﺑﻠﻐﺎﺕ ﳐﺘﻠﻔﺔ ﻭﺧﺎﺻﺔ ﻣﻨﻬﺎ ﺗﺸﺠﻴﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ -‬ﲪﺎﻳﺔ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻘﻨﻲ)‪.(١‬‬
‫‪pbflÏ‹»‡€a@…‡nvfl@óˆbñÅ‬‬
‫ﻟﻜﻲ ﺗﻨﺠﲇ ﺃﻣﺎﻣﻨﺎ ﺍﻟﺼﻮﺭﺓ ﺍﳊﻘﻴﻘﻴﺔ ﳍﺬﺍ ﺍﳌﺠﺘﻤﻊ ﺳﻨﺤﺎﻭﻝ ﻓﻴﲈ ﻳﲇ‬
‫ﺍﺳﺘﻌﺮﺍﺽ ﺃﻫﻢ ﺍﳋﺼﺎﺋﺺ ﻭﺍﻟﺴﲈﺕ ﺍﻟﺘﻲ ﲢﺪﺩ ﻣﻌﺎﳌﻪ ﻭﻣﻼﳏﻪ‪ ،‬ﻋﻠ ﹰﲈ‬
‫ﺃﻥ ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ ﻫﻲ ﺍﻷﺧﺮﻱ ﺍﺧﺘﻠﻔﺖ ﺑﺎﺧﺘﻼﻑ ﺁﺭﺍﺀ ﻭﺗﻮﺟﻬﺎﺕ‬
‫ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﳌﺨﺘﺼﲔ ﰲ ﺍﳌﺠﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﰐ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪.‬‬
‫‪ -١‬ﺍﻧﻔﺠﺎﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺯﻳﺎﺩﺓ ﺃﳘﻴﺘﻬﺎ ﻛﻤﻮﺭﺩ ﺍﺳﱰﺍﺗﻴﺠﻲ‪.‬‬

‫)‪ (١‬ﺍﻟﻠﺠﻨﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﲈﻋﻴﺔ ﻟﻐﺮﰊ ﺁﺳﻴﺎ )ﺍﻷﺳﻜﻮﺍ(‪ ،‬ﺍﻟﻘﻤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﳌﺠﺘﻤﻊ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺧﻄﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﺗﻮﻧﺲ‪ ،٢٠٠٥ ،‬ﺹ‪.٢‬‬

‫‪177‬‬
 ‫‪‬‬

‫‪ -٢‬ﻧﻤﻮ ﺍﳌﺠﺘﻤﻌﺎﺕ ﻭﺍﳌﻨﻈﲈﺕ ﺍﳌﻌﺘﻤﺪﺓ ﻋﲇ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

‫‪ -٣‬ﺑﺰﻭﻍ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻨﻈﻢ ﺍﳌﺘﻄﻮﺭﺓ‪.‬‬
‫‪ -٣‬ﺗﺰﺍﻳﺪ ﺣﺠﻢ ﺍﻟﻘﻮﻱ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﻗﻄﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪.(١‬‬
‫ﻭﻗﺪ ﺻﻨﻒ )‪ (Marn‬ﺧﺼﺎﺋﺺ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱄ ﲬﺴﺔ ﻣﻌﺎﻳﲑ ﻫﻲ)‪:(٢‬‬
‫‪ .١‬ﺍﳌﻌﻴﺎﺭ ﺍﻟﺘﻘﻨﻲ‪ :‬ﻭﻳﻤﺜﻞ ﺍﻻﻋﺘﲈﺩ ﺍﳌﺘﺰﺍﻳﺪ ﻋﲇ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻛﻤﺼﺪﺭ ﻟﻠﻌﻤﻞ ﻭﺍﻟﺜﺮﻭﺓ ﻭﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ‪.‬‬
‫‪ .٢‬ﺍﳌﻌﻴﺎﺭ ﺍﻻﺟﺘﲈﻋﻲ‪ :‬ﺣﻴﺚ ﺗﱪﺯ ﺃﳘﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﲢﺴﲔ ﴍﻭﻁ‬
‫ﺍﳊﻴﺎﺓ‪ ،‬ﻭﻳﻨﺘﴩ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻮﻇﻴﻔﻬﺎ‬
‫ﰲ ﺷﺘﻲ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪ ،‬ﻭﺗﻠﻌﺐ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺩﻭﺭ ﹰﺍ ﻣﻬ ﹰﲈ ﰲ ﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻟﺒﴩﻳﺔ ﺍﻟﺸﺎﻣﻠﺔ )ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺍﻟﺼﺤﺔ‪ ....،‬ﺇﻟﺦ(‪.‬‬
‫‪ .٣‬ﺍﳌﻌﻴﺎﺭ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ :‬ﻭﻳﺮﻛﺰ ﻋﲇ ﺩﻭﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻻﻗﺘﺼﺎﺩ‪،‬‬
‫ﺑﺤﻴﺚ ﻳﺼﺒﺢ ﺍﻗﺘﺼﺎﺩ ﹰﺍ ﻣﺒﻨﻴ ﹰﺎ ﻋﲇ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﺰﺩﺍﺩ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ‬
‫ﻛﻤﺆﴍ ﻋﲇ ﺫﻟﻚ‪ ،‬ﻭﺗﺼﺒﺢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺼﺪﺭ ﹰﺍ ﻟﻠﺜﺮﻭﺓ‪ ،‬ﻭﺧﻠﻖ ﻓﺮﺹ‬
‫ﻋﻤﻞ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﻳﱪﺯ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻹﻟﻜﱰﻭﲏ ﻭﺍﻟﻌﻤﻠﺔ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ‬
‫ﻭﺍﻟﺘﺤﻮﻳﻞ ﺍﻹﻟﻜﱰﻭﲏ ﻭﺑﺎﺧﺘﺼﺎﺭ ”ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ“‪.‬‬
‫‪ .٤‬ﺍﳌﻌﻴﺎﺭ ﺍﻟﺴﻴﺎﳼ‪ :‬ﻭﻳﺮﻛﺰ ﻋﲇ ﺯﻳﺎﺩﺓ ﻭﻋﻲ ﺍﻟﻨﺎﺱ ﺑﺄﳘﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫)‪ (١‬ﺯﻛﻲ ﺣﺴﲔ ﺍﻟﻮﺭﺩﻱ‪ ،‬ﻭﲨﻴﻞ ﻻﺯﻡ ﺍﳌﺎﻟﻜﻲ‪ ،‬ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﺠﺘﻤﻊ‪ ،‬ﺍﻟﻮﺭﺍﻕ ﻟﻠﻨﴩ‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻁ‪ ،٢٠٠٦ ،١‬ﺹ ﺹ ‪.٢٧٩-٢٧١‬‬
‫‪(2) W.Marn, The Informaon socity, London, Alib, 1988, p42.‬‬

‫‪178‬‬
‫‪‬‬

‫ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﻣﺸﺎﺭﻛﺘﻬﻢ ﰲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺴﻴﺎﳼ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻻﻗﱰﺍﻉ‪ ،‬ﻭﺍﻟﺘﺼﻮﻳﺖ‪ ،‬ﻭﺗﻜﻮﻳﻦ ﲨﺎﻋﺎﺕ ﺍﻟﻀﻐﻂ‬
‫ﻭﲨﺎﻋﺎﺕ ﺍﻟﻨﻘﺎﺵ ﺍﻟﺘﻲ ﺗﺘﺠﺎﻭﺯ ﺍﳊﺪﻭﺩ ﺍﻟﻮﻃﻨﻴﺔ‪.‬‬
‫‪ .٥‬ﺍﳌﻌﻴﺎﺭ ﺍﻟﺜﻘﺎﰲ‪ :‬ﻭﻳﺮﻛﺰ ﻋﲇ ﻧﻈﺎﻡ ﻗﻴﻢ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻳﺆﻛﺪ ﺍﻟﻘﻴﻢ‬
‫ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﺪﺍﻋﻤﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ )ﺍﺣﱰﺍﻡ ﺍﻟﺮﺃﻱ‪ ،‬ﻗﻴﻢ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻳﺆﻛﺪ‬
‫ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﺪﺍﻋﻤﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ )ﺍﺣﱰﺍﻡ ﺍﻟﺮﺃﻱ‪ ،‬ﺣﻘﻮﻕ ﺍﻵﺧﺮﻳﻦ‪،‬‬
‫ﻭﺍﺣﱰﺍﻡ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ(‪.‬‬
‫‪Zڜ仇€a@…‡nvfl@Zbr€bq‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﻘﻮﻡ ﻋﲇ ﺃﺳﺎﺱ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﻓﺤﺺ ﻣﺼﺎﺩﺭﻫﺎ ﻻﺳﺘﻘﺎﺀ ﺍﳌﺰﻳﺪ ﻣﻨﻬﺎ‪ ،‬ﻭﺗﺪﺍﻭﳍﺎ ﺑﺎﻟﺘﺪﻭﻳﻦ‬
‫ﻭﺍﻟﻨﺴﺨﺔﻭﺑﻠﺘﻠﻘﻴﻨﺔﻛﻮﺳﻴﻠﺔ ﻟﻠﺘﻌﻠﻴﻢ ﻭﺍﻟﺒﺤﺚ‪ ،‬ﻓﺈﻥ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻣﺘﻘﺪﻡ‬
‫ﻋﻠﻴﻪ ﻟﻜﻮﻧﻪ ﻳﻘﻮﻡ ﺃﺳﺎﺳ ﹰﺎ ﻋﲇ ﺍﻟﺘﻌﻠﻢ ﻭﺗﻨﺎﻭﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﻨﻘﺪ‬
‫ﻭﺇﺩﺭﺍﻙ ﻣﺪﻟﻮﻻﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺄﻣﻞ ﰲ ﻣﻀﺎﻣﻴﻨﻬﺎ ﲠﺪﻑ ﺍﻻﺑﺘﻜﺎﺭ‬
‫ﻭﺍﻻﺳﺘﻨﺒﺎﻁ‪ .‬ﻭﻋﻠﻴﻪ ﻓﻬﻮ ﳛﺴﻦ ﺍﺳﺘﻌﲈﻝ ﺍﳌﻌﺮﻓﺔ ﰲ ﺗﺴﻴﲑ ﺃﻣﻮﺭﻩ ﻭﰲ ﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺴﻠﻴﻤﺔ‪ .‬ﻭﻫﻮ ﻳﻨﻄﻠﻖ ﰲ ﺫﻟﻚ ﻣﻦ ﻛﻮﻥ ﺍﳌﻌﺮﻓﺔ ﺃﺳﺎﺳ ﹰﺎ ﻟﻠﺘﻘﺪﻡ‬
‫ﻭﻣﻦ ﻛﻮﻥ ﺍﻹﻧﺴﺎﻥ ﻫﻮ ﺍﻟﻔﺎﻋﻞ ﺍﻷﺳﺎﳼ ﰲ ﺍﻟﺘﻨﻤﻴﺔ)‪ .(١‬ﻳﻌﱪ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‬

‫)‪ (١‬ﻋﺒﺪ ﺍﳌﺠﻴﺪ ﺍﻟﱪﻛﺔ ﻗﺪﻱ‪ ،‬ﺃﺑﻌﺎﺩ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ‪ ،‬ﳏﺎﴐﺓ ﺑﺎﳌﻠﺘﻘﻲ‬
‫ﺍﻟﻌﻠﻤﻲ ﺣﻮﻝ »ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ«‪ ،‬ﺟﺎﻣﻌﺔ ﻧﺎﻳﻒ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ‬
‫ﺍﻷﻣﻨﻴﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺧﻼﻝ ﺍﻟﻔﱰﺓ ﻣﻦ ‪ ٢٤-٢٢‬ﺇﺑﺮﻳﻞ ‪ ،٢٠١٤‬ﺹ‪.١‬‬

‫‪179‬‬
 ‫‪‬‬

‫ﻋﻦ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺬﻱ ﺗﺘﺪﻓﻖ ﻓﻴﻪ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻴﴪ ﻭﺳﻬﻮﻟﺔ‪ ،‬ﺑﲈ‬
‫ﻳﺘﻴﺢ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﺑﻄﺮﺍﺋﻖ ﴎﻳﻌﺔ‪ .‬ﻭﻣﻦ ﺛﻢ ﻫﻮ ﳎﺘﻤﻊ ﳞﺘﻢ ﻭﻳﺴﺎﻫﻢ‬
‫ﺑﻔﻌﺎﻟﻴﺔ ﰲ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻄﻮﻳﺮﻫﺎ)‪ .(١‬ﻭﻫﺬﺍ ﻣﺎ ﺩﻓﻊ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻹﻧﲈﺋﻲ‬
‫ﻟﻸﻣﻢ ﺍﳌﺘﺤﺪﺓ ﺇﱄ ﺗﻌﺮﻳﻒ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻋﲇ ﺃﻧﻪ ” ﺍﳌﺠﺘﻤﻊ ﺍﻟﺬﻱ ﻳﻘﻮﻡ‬
‫ﺃﺳﺎﺳ ﹰﺎ ﻋﲇ ﻧﴩ ﺍﳌﻌﺮﻓﺔ ﻭﺇﻧﺘﺎﺟﻬﺎ ﻭﺗﻮﻇﻴﻔﻬﺎ ﺑﻜﻔﺎﺀﺓ ﰲ ﲨﻴﻊ ﳎﺎﻻﺕ‬
‫ﺍﻟﻨﺸﺎﻁ ﺍﳌﺠﺘﻤﻌﻲ‪ :‬ﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﺍﳌﺠﺘﻤﻊ‪ ،‬ﺍﳌﺪﻥ‪ ،‬ﺍﻟﺴﻴﺎﺳﺔ ﻭﺍﳊﻴﺎﺓ ﺍﳋﺎﺻﺔ‬
‫ﻭﺻﻮﻻﹰ ﻟﱰﻗﻴﺔ ﺍﳊﺎﻟﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺑﺎﺿﻄﺮﺍﺩ‪ ،‬ﺃﻱ ﺇﻗﺎﻣﺔ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻧﺴﺎﻧﻴﺔ)‪.(٢‬‬
‫ﻳﺴﺘﺨﺪﻡ ﺗﻘﺮﻳﺮ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻣﺼﻄﻠﺢ ” ﳎﺘﻤﻌﺎﺕ ﺍﳌﻌﺮﻓﺔ“ ﺑﺪﻻﹰ ﻣﻦ‬
‫”ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ“ ﻭﻫﻮ ﻣﻔﻬﻮﻡ ﻳﺘﻀﻤﻦ ﺃﺑﻌﺎﺩ ﹰﺍ ﺍﺟﺘﲈﻋﻴﺔ ﻭﺃﺧﻼﻗﻴﺔ ﻭﺳﻴﺎﺳﻴﺔ‪،‬‬
‫ﺇﻧﻄﻼﻗ ﹰﺎ ﻣﻦ ﻭﺟﻮﺩ ﺃﺷﻜﺎﻝ ﳐﺘﻠﻔﺔ ﻟﻠﻤﻌﺮﻓﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﺗﺪﺧﻞ ﰲ ﺑﻨﺎﺀ ﻛﻞ‬
‫ﳎﺘﻤﻊ‪ ،‬ﺑﲈ ﻓﻴﻬﺎ ﺗﻠﻚ ﺍﳌﺘﺄﺛﺮﺓ ﺑﻘﻮﺓ ﺑﺎﻻﻧﺠﺎﺯﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﻌﴫﻳﺔ)‪.(٣‬‬

‫)‪ (١‬ﻣﻨﻲ ﻋﺒﺪ ﺍﷲ‪ ،‬ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﺒﻨﻴﺔ ﺍﻻﺟﺘﲈﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻹﻗﺎﻣﺔ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﰲ‬
‫ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ‪ ،‬ﻛﺘﺎﺑﺎﺕ ﻣﻌﺎﴏﺓ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،٢٠٠٧ ،٦٥‬ﺹ ‪.٢٤٥‬‬
‫)‪ - (٢‬ﺑﺮﻧﺎﻣﺞ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﺍﻹﻧﲈﺋﻲ‪ ،‬ﺍﻟﺼﻨﺪﻭﻕ ﺍﻟﻌﺮﰊ ﻟﻺﻧﲈﺀ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺟﺘﲈﻋﻲ‪،‬‬
‫ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﺎﻡ ‪ :٢٠٠٣‬ﻧﺤﻮ ﺇﻗﺎﻣﺔ ﳎﺘﻤﻊ ﻟﻠﻤﻌﺮﻓﺔ‪ ،‬ﺍﳌﻄﺒﻌﺔ‬
‫ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻋﲈﻥ‪ ،٢٠٠٣ ،‬ﺹ ﺹ ‪.٨-٤‬‬
‫)‪ (٣‬ﻣﻨﻈﻤﺔ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﻟﻠﱰﺑﻴﺔ ﻭﺍﻟﻌﻠﻢ ﻭﺍﻟﺜﻘﺎﻓﺔ) ﺍﻟﻴﻮﻧﺴﻜﻮ(‪ ،‬ﻣﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱄ‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﻄﺒﻮﻋﺎﺕ ﺍﻟﻴﻮﻧﺴﻜﻮ‪ ،‬ﺑﺎﺭﻳﺲ‪ ،٢٠٠٥ ،‬ﺹ‪.٩‬‬

‫‪180‬‬
‫‪‬‬

‫ﻳﻘﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻋﲇ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﻋﺎﺋﻢ‪ ،‬ﺗﺘﻤﺜﻞ ﰲ)‪:(١‬‬

‫* ﻭﺟﻮﺩ ﺍﻗﺘﺼﺎﺩ ﻣﻌﺮﰲ ﺃﻧﻮ ﻗﺎﺋﻢ ﻋﲇ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫* ﻣﺮﻛﺰﻳﺔ ﻣﻜﺎﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻧﺴﻖ ﺍﳊﻴﺎﺓ ﺍﳌﺠﺘﻤﻌﻲ‪.‬‬
‫* ﺍﻻﻋﺘﲈﺩ ﻋﲇ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫* ﲢﻮﻝ ﺍﻟﻔﺮﺩ ﺇﱄ ﻣﻮﺍﻃﻦ ﺭﻗﻤﻲ‪.‬‬
‫ﻣﺆﴍ ﻗﻴﺎﺱ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪:‬‬
‫ﺑﻨﺎﺀ ﹰﺍ ﻋﲇ ﺍﻟﺪﻋﺎﺋﻢ ﺍﻟﺴﺎﺑﻘﺔ ﺗﻢ ﺑﻨﺎﺀ ﻣﺆﴍ ﻟﻘﻴﺎﺱ ﻭﺿﻌﻴﺔ ﳎﺘﻤﻊ‬
‫ﺍﳌﻌﺮﻓﺔ ‪ ،IKS‬ﺗﻀﻤﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﺗﻌﻜﺲ ﺗﻠﻚ‬
‫ﺍﻟﺪﻋﺎﺋﻢ‪ ،‬ﺣﻴﺚ ﻳﻌﱪ ﻫﺬﺍ ﺍﳌﺆﴍ ﻋﻦ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺬﻱ ﳛﻘﻘﻪ ﺑﻠﺪ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ‬
‫ﰲ ﺍﻻﻋﺘﲈﺩ ﻋﲇ ﺍﳌﻌﺮﻓﺔ ﻭﺍﺳﺘﻐﻼﳍﺎ‪ .‬ﺇﺫ ﳞﺘﻢ ﻫﺬﺍ ﺍﳌﺆﴍ ﺑﻘﻴﺎﺱ ﺍﻟﺘﻘﺪﻡ‬
‫ﺍﳌﺤﺮﺯ ﺿﻤﻦ ﺛﻼﺙ ﳎﺎﻻﺕ ﺃﺳﺎﺳﻴﺔ‪:‬‬
‫ﺍﳌﺠﺎﻝ ﺍﻷﻭﻝ‪ :‬ﺳﻨﻮﺍﺕ ﺍﻟﺘﻤﺪﺭﺱ‪ ،‬ﻧﺴﺒﺔ ﺍﻟﺸﺒﺎﺏ ﻣﻦ ﺍﻟﺴﻜﺎﻥ )‪-٠‬‬
‫‪ ١٤‬ﺳﻨﺔ(‪ ،‬ﺍﻟﺼﺤﻒ ﺍﻟﻴﻮﻣﻴﺔ ﻟﻜﻞ ‪ ١٠٠٠‬ﺳﺎﻛﻦ‪ ،‬ﻣﺴﺘﺨﺪﻣﻮ ﺍﻹﻧﱰﻧﺖ‬
‫ﻣﻦ ﻛﻞ ‪ ١٠٫٠٠٠‬ﺳﺎﻛﻦ‪ ،‬ﺧﻄﻮﻁ ﺍﳍﻮﺍﺗﻒ ﺍﻷﺭﺿﻴﺔ ﻭﺍﳋﻠﻮﻳﺔ ﻟﻜﻞ‬
‫‪ ١٠٠‬ﺳﺎﻛﻦ‪.‬‬
‫ﺍﳌﺠﺎﻝ ﺍﻟﺜﺎﲏ‪ :‬ﻧﺴﺒﺔ ﺍﻹﻧﻔﺎﻕ ﻋﲇ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻣﻦ ﺍﻟﻨﺎﺗﺞ ﺍﳌﺤﲇ‬
‫ﺍﳋﺎﻡ‪ ،‬ﻧﺴﺒﺔ ﺍﻹﻧﻔﺎﻕ ﻋﲇ ﺍﻟﺼﺤﺔ ﻣﻦ ﺇﲨﺎﱄ ﺍﻹﻧﻔﺎﻕ ﺍﳊﻜﻮﻣﻲ‪ ،‬ﺍﻹﻧﻔﺎﻕ‬
‫)‪ (١‬ﻳﻮﺳﻔﻲ ﺃﻋﻤﺮ‪ ،‬ﺍﳊﻘﻮﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﻣﺒﺪﺃ ﺍﳊﺮﻳﺔ ﰲ ﺍﻹﻋﻼﻡ ﺍﳉﺪﻳﺪ‪ ،‬ﺍﳌﺠﻠﺔ ﺍﻟﻌﻠﻤﻴﺔ‪،‬‬
‫ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﻟﻌﺪﺩ ‪ ،٢٠١٣ ،١‬ﺹ‪.٢٤‬‬

‫‪181‬‬
 ‫‪‬‬

‫ﺍﻟﻌﺴﻜﺮﻱ‪ ،‬ﻧﺴﺒﺔ ﺍﻟﺘﻼﻣﻴﺬ ﻟﻜﻞ ﻣﺪﺭﺱ‪ ،‬ﺍﻟﺘﺤﺮﺭ ﻣﻦ ﺍﻟﻔﺴﺎﺩ )ﻣﺆﴍ‬

‫ﺍﻟﻔﺴﺎﺩ ﺍﳌﺪﺭﻙ(‪.‬‬
‫ﺍﳌﺠﺎﻝ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﻌﺪﻝ ﻭﻓﻴﺎﺕ ﺍﻷﻃﻔﺎﻝ‪ ،‬ﻣﺆﴍ ﺟﻴﻨﻲ‪ ،‬ﻧﺴﺒﺔ ﺍﳌﻨﺎﻃﻖ‬
‫ﺍﳌﺤﻤﻴﺔ ﻣﻦ ﺇﲨﺎﱄ ﺍﻷﺭﺍﴈ‪ ،‬ﺍﻧﺒﻌﺎﺙ ﺛﺎﲏ ﺃﻭﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ)‪.(١‬‬

‫)‪ (١‬ﻋﺒﺪ ﺍﳌﺠﻴﺪ ﺍﻟﱪﻛﺔ ﻗﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٢-١‬‬

‫‪182‬‬
‫‪‬‬

‫‪Ô„br€a@szj‡€a‬‬
‫‪Nڜ仇€a@Öbñn”a@Ïz„@Ô‡€b»€a@ÈuÏn€a‬‬

‫ﻟﻌﻞ ﺗﻮﺟﻪ ﺍﻟﺪﻭﻝ ﻧﺤﻮ ﺍﻣﺘﻼﻙ ﻧﺎﺻﻴﺔ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﻟﻴﺲ ﺑﺎﻟﺸﺊ‬
‫ﺍﳉﺪﻳﺪ‪ ،‬ﻭﺇﻧﲈ ﺍﳉﺪﻳﺪ ﻭﺿﻊ ﺍﳋﻄﻂ ﺍﻟﻮﻃﻨﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺫﺍﺕ ﺍﻟﱪﺍﻣﺞ‬
‫ﺍﻟﺰﻣﻨﻴﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳌﺤﺪﺩﺓ‪ .‬ﻓﻘﺪ ﺑﺪﺃ ﺍﻟﺴﺒﺎﻕ ﺑﲔ ﺍﻟﺪﻭﻝ ﻟﺮﺩﻡ ﺍﻟﻔﺠﻮﺓ‬
‫ﺍﳌﻌﺮﻓﻴﺔ)‪ (١‬ﻣﻨﺬ ﺍﻟﺮﺑﻊ ﺍﻷﺧﲑ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﴈ)‪.(٢‬‬
‫ﻓﻘﺪ ﺑﺪﺃﺕ ﺍﻟﻴﺎﺑﺎﻥ ﰲ ﻋﺎﻡ ‪ ١٩٧١‬ﺑﻮﺿﻊ ﺧﻄﺔ ﻟﺘﺼﻮﺭ ﺍﳌﺠﺘﻤﻊ‬
‫ﺍﻟﻴﺎﺑﺎﲏ ﺑﺤﻠﻮﻝ ﻋﺎﻡ ‪ ،٢٠٠٠‬ﻗﺎﻡ ﲠﺎ ﻣﻌﻬﺪ ﺗﻄﻮﻳﺮ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ‬
‫ﺍﳊﺎﺳﺒﺎﺕ ﰲ ﺍﻟﻴﺎﺑﺎﻥ )‪ ،(JCUDI‬ﻭﺫﻟﻚ ﺑﺘﻜﻠﻴﻒ ﻣﻦ ﻭﺯﺍﺭﺓ ﺍﻟﺼﻨﺎﻋﺔ‬
‫)‪ (١‬ﺍﻟﻔﺠﻮﺓ ﺍﳌﻌﺮﻓﻴﺔ ﻫﻲ ) ﺍﳍﻮﺓ ﻭﺍﻟﻔﺎﺭﻕ ﺍﻟﺬﻱ ﻳﻔﺼﻞ ﺑﲔ ﻣﻦ ﻳﻤﺘﻠﻜﻮﻥ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻘﺪﺭﺓ ﻋﲇ‬
‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻣﻦ ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﻭﺑﲔ ﻣﻦ ﻻ ﻳﻘﺪﺭﻭﻥ ﻋﲇ ﻓﻌﻞ ﺫﻟﻚ(‪.‬‬
‫ﻭﺑﻨﺎﺀ ﹰﺍ ﻋﻠﻴﻪ ﻓﻘﺪ ﻗﺎﻣﺖ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﺑﺘﻘﺴﻴﻢ ﺍﻟﻌﺎﱂ ﺭﻗﻤﻴ ﹰﺎ ﺇﱄ ﺃﺭﺑﻌﺔ ﳎﻤﻮﻋﺎﺕ ﺭﺋﻴﺴﻴﺔ‬
‫ﻣﻦ ﺍﻟﺪﻭﻝ‪ ،‬ﺑﺤﻴﺚ ﲤﺜﻞ ﺍﳌﺠﻤﻮﻋﺔ ﺍﻷﻭﱄ ﻗﺎﺩﺓ ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻫﻢ‪ :‬ﺍﻟﻮﻻﻳﺎﺕ‬
‫ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﻛﻨﺪﺍ‪ ،‬ﺃﻭﺭﻭﺑﺎ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﺍﻟﻴﺎﺑﺎﻥ‪ ،‬ﰲ ﺣﲔ ﲤﺜﻞ ﺍﳌﺠﻤﻮﻋﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺍﻟﻘﺎﺩﺓ‬
‫ﺍﳌﺤﺘﻤﻠﲔ ﻭﻫﻢ ﺩﻭﻝ ﺟﻨﻮﺏ ﺃﻭﺭﻭﺑﺎ‪ :‬ﻛﺎﻟﻴﻮﻧﺎﻥ‪ ،‬ﺇﺳﺒﺎﻧﻴﺎ‪ ،‬ﻭﺍﻟﱪﺗﻐﺎﻝ‪ ،‬ﻭﲤﺜﻞ ﺍﳌﺠﻤﻮﻋﺔ‬
‫ﺍﻟﺜﺎﻟﺜﺔ ﺍﻟﺪﻭﻝ ﺍﳌﺴﺘﻔﻴﺪﺓ ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺟﻨﻲ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻀﻢ ﺍﻟﱪﺍﺯﻳﻞ‪ ،‬ﻭﺩﻭﻝ‬
‫ﺟﻨﻮﺏ ﴍﻕ ﺁﺳﻴﺎ‪ ،‬ﲤﺜﻞ ﺍﳌﺠﻤﻮﻋﺔ ﺍﻟﺮﺍﺑﻌﺔ ﺍﻟﺪﻭﻝ ﺍﳌﻬﻤﺸﺔ ﻭﺗﻀﻢ ﺑﺎﻗﻲ ﺍﻟﻌﺎﱂ‪.‬‬
‫)‪ (٢‬ﳏﻤﺪ ﺃﻧﺲ ﺃﺑﻮ ﺍﻟﺸﺎﻣﺎﺕ‪ ،‬ﺍﲡﺎﻫﺎﺕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﳎﻠﺔ ﺟﺎﻣﻌﺔ‬
‫ﺩﻣﺸﻖ ﻟﻠﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪ ،‬ﺍﳌﺠﻠﺪ ‪ ،٢٨‬ﺍﻟﻌﺪﺩ ‪ ،٢٠١٢ ،١‬ﺹ‪.٥٩٩‬‬

‫‪183‬‬
 ‫‪‬‬

‫ﻭﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺟﺎﺀﺕ ﺑﻌﻨﻮﺍﻥ ”ﺧﻄﺔ ﳌﺠﺘﻤﻊ ﻣﻌﻠﻮﻣﺎﰐ‪ -‬ﻫﺪﻑ‬

‫ﻭﻃﻨﻲ ﻟﻌﺎﻡ ‪ ،“٢٠٠٠‬ﻭﻗﺪ ﺣﺪﺩﺕ ﻫﺬﻩ ﺍﳋﻄﺔ ﺃﻧﻪ ﺑﺤﻠﻮﻝ ﻋﺎﻡ ‪٢٠٠٠‬‬
‫ﳚﺐ ﺃﻥ ﻳﻌﺘﻤﺪ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻴﺎﺑﺎﲏ ﻋﲇ ﺍﳌﻨﺘﺠﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻟﻴﺲ ﻋﲇ‬
‫ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﺃﻥ ﺗﻐﺬﻱ ﺍﻟﺜﺮﻭﺓ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺼﻮﺭﺓ ﺃﺳﺎﺳﻴﺔ ﻣﻦ‬
‫ﻗﺒﻞ ﺻﻨﺎﻋﺎﺕ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻲ ﺗﻌﺘﻤﺪ ﻋﲇ ﻗﻮﺍﻋﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻛﻮﻗﻮﺩ ﳍﺎ‪.‬‬
‫ﻭﻟﺘﺤﻘﻴﻖ ﺫﻟﻚ ﹸﻭﺿﻌﺖ ﺧﻄﻮﻁ ﻋﺮﻳﻀﺔ ﹸﻳﺴﱰﺷﺪ ﲠﺎ ﻟﻠﺪﺧﻮﻝ ﰲ ﺍﻟﻘﺮﻥ‬
‫ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﴩﻳﻦ‪ ،‬ﲥﺪﻑ ﻹﳚﺎﺩ ﻓﻴﺾ ﻣﻦ ﺍﻹﺑﺪﺍﻉ ﺍﻟﻔﻜﺮﻱ ﺍﻹﻧﺴﺎﲏ ﰲ‬
‫ﺍﳌﺠﺘﻤﻊ‪ .‬ﻭﰲ ﺗﺎﻳﻮﺍﻥ ﹸﻭﺿﻌﺖ ﺧﻄﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﻌﻨﻮﺍﻥ ”ﺍﳋﻄﺔ‬
‫ﺍﻟﻌﴩﻳﺔ ﻟﺼﻨﺎﻋﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺗﺎﻳﻮﺍﻥ‪ ،‬ﻭﺫﻟﻚ ﰲ ﻋﺎﻡ ‪ ،١٩٨٠‬ﺭﻛﺰﺕ‬
‫ﻋﲇ ﺩﻭﺭ ﺍﻟﺪﻭﻟﺔ ﰲ ﺍﻟﺘﺨﻄﻴﻂ ﳌﺴﺘﻘﺒﻞ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﰲ ﺍﳌﺠﺘﻤﻊ ﺣﺘﻲ ﻳﺘﻢ‬
‫ﺧﻠﻖ ﺍﳌﻨﺎﺥ ﺍﳌﻨﺎﺳﺐ ﻟﻨﻤﻮ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﲈ ﻳﻀﻤﻦ ﺍﳌﺤﺎﻓﻈﺔ ﻋﲇ‬
‫ﺍﻟﻘﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ ﰲ ﺍﻷﺳﻮﺍﻕ‪.‬‬
‫ﻭﻧﴩﺕ ﺑﺮﻳﻄﺎﻧﻴﺎ ﺧﻄﺘﻬﺎ ﺍﻟﻮﻃﻨﻴﺔ ﰲ ﻋﺎﻡ ‪ ١٩٨٢‬ﺿﻤﻦ ﻭﺛﻴﻘﺔ‬
‫ﺑﻌﻨﻮﺍﻥ ”ﻣﻨﻬﺞ ﻟﺘﻘﻨﻴﺔ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﻣﺘﻘﺪﻣﺔ‪ :‬ﺗﻘﺮﻳﺮ ﳉﻨﺔ ‪” ALFA‬ﲠﺪﻑ ﺍﻟﺮﺩ‬
‫ﻋﲇ ﻣﴩﻭﻉ ﺍﻟﻴﺎﺑﺎﻥ ﺍﻟﻄﻤﻮﺡ ﻹﻧﺘﺎﺝ ﺍﳉﻴﻞ ﺍﳋﺎﻣﺲ ﻣﻦ ﺍﳊﺎﺳﺒﺎﺕ ﺍﻟﺬﻱ‬
‫ﺳﻴﻮﻟﺪ ﺣﺘ ﹰﲈ ﺟﻬﺪ ﹰﺍ ﻣﻘﺎﺑ ﹰ‬
‫ﻼ ﻣﻦ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﳑﺎ ﻗﺪ ﳞﺪﺩ‬
‫ﺻﻨﺎﻋﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﻭﻗﺪﺭﲥﺎ ﻋﲇ ﺍﳌﻨﺎﻓﺴﺔ ﰲ ﺍﻷﺳﻮﺍﻕ ﺍﻟﻌﺎﳌﻴﺔ)‪،(١‬‬

‫)‪ (١‬ﳏﻤﺪ ﲨﺎﻝ ﺩﺭﻭﻳﺶ‪ ،‬ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﰐ‪ ،‬ﺍﳌﻜﺘﺒﺔ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪،‬‬
‫‪ ،٢٠٠٠‬ﺹ ﺹ ‪.٥٩-٥٥‬‬

‫‪184‬‬
‫‪‬‬

‫ﻭﻟﻌﻞ ﺑﺪﺍﻳﺎﺕ ﺇﻗﺎﻣﺔ ﻣﻨﺎﻃﻖ ﻣﺘﺨﺼﺼﺔ ﰲ ﺍﻟﱰﻛﻴﺰ ﻋﲇ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬

‫ﻭﺍﳌﻌﺮﻓﻴﺔ ﻛﺎﻧﺖ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻣﻦ ﺧﻼﻝ ﲡﺮﺑﺔ ﺇﻗﺎﻣﺔ‬
‫ﺣﺎﺿﻨﺎﺕ ﺍﻷﻋﲈﻝ ﻣﻨﺬ ﻋﺎﻡ ‪ ،١٩٥٩‬ﺣﻴﺚ ﻭﺻﻞ ﻋﺪﺩﻫﺎ ﺇﱄ ﻗﺮﺍﺑﺔ‬
‫‪ ٢٠‬ﺣﺎﺿﻨﺔ ﰲ ﺍﻟﺜﲈﻧﻴﻨﻴﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﴈ‪ ،‬ﻭﺍﺯﺩﺍﺩ ﻟﻴﺒﻠﻎ ﻗﺮﺍﺑﺔ ‪٨٠٠‬‬
‫ﺣﺎﺿﻨﺔ ﻣﻊ ﳖﺎﻳﺔ ﻋﺎﻡ ‪ .١٩٩٩‬ﺃﻣﺎ ﰲ ﻓﺮﻧﺴﺎ ﺍﻟﺘﻲ ﺗﹸﻌﺪ ﲡﺮﺑﺘﻬﺎ ﻣﻦ ﺃﻗﺪﻡ‬
‫ﺍﻟﺘﺠﺎﺭﺏ ﰲ ﺩﻭﻝ ﺍﻻﲢﺎﺩ ﺍﻷﻭﺭﻭﰊ ﻭﺍﻟﺘﻲ ﺗﻌﻮﺩ ﺇﱄ ﻣﻨﺘﺼﻒ ﺍﻟﺜﲈﻧﻴﻨﻴﺎﺕ‬
‫ﻓﻘﺪ ﹸﺃﻧﺸﺌﺖ ﻓﻴﻬﺎ ﻗﺮﺍﺑﺔ ‪ ٢٠٠‬ﺣﺎﺿﻨﺔ ﻣﻊ ﳖﺎﻳﺔ ﺍﻟﻘﺮﻥ ﺍﳌﺎﴈ‪ ،‬ﻣﻊ ﺍﻟﻌﻠﻢ ﺃﻥ‬
‫ﺍﳊﺪﻳﻘﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺻﻮﻓﻴﺎ ﺃﻧﺘﻴﺒﻮﻟﻴﺲ )‪ (anpolis Sophia‬ﺍﻟﺘﻲ ﺗﹸﻌﺪ‬
‫ﻣﻦ ﺃﻗﺪﻡ ﺣﺪﺍﺋﻖ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﻓﺮﻧﺴﺎ ﻭﺍﻷﻗﺪﻡ ﰲ ﺃﻭﺭﻭﺑﺎ ﺣﻴﺚ ﺃﻗﻴﻤﺖ‬
‫ﻋﺎﻡ ‪ ،١٩٦٩‬ﻗﺪ ﺿﻤﺖ ﺣﻮﺍﱄ ‪ ١١٦٤‬ﴍﻛﺔ ﻭﻇﻔﺖ ﻗﺮﺍﺑﺔ ‪٢٠٥٣٠‬‬
‫ﻣﻮﻇﻒ ﺑﲔ ﻣﻬﻨﺪﺱ ﻭﺑﺎﺣﺚ ﻭﺇﺩﺍﺭﻱ ﺣﺘﻲ ﳖﺎﻳﺔ ﻋﺎﻡ ‪.٢٠٠٠‬‬
‫ﻭﰲ ﺍﻟﺼﲔ ﺍﻟﺘﻲ ﺃﺟﺮﺕ ﻋﻤﻠﻴﺔ ﲢﻮﻝ ﻭﺇﻋﺎﺩﺓ ﻫﻴﻜﻠﺔ ﻟﻠﺴﻴﺎﺳﺎﺕ‬
‫ﺍﳋﺎﺻﺔ ﺑﺎﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻣﻨﺬ ﻋﺎﻡ ‪ ١٩٨٥‬ﲠﺪﻑ ﲢﻮﻳﻞ ﺍﲡﺎﻫﺎﺕ‬
‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻨﻈﺮﻳﺔ ﺇﱄ ﺗﻄﺒﻴﻘﺎﺕ ﰲ ﺍﻟﺼﻨﺎﻋﺔ ﻭﺍﻻﻗﺘﺼﺎﺩ‪،‬‬
‫ﻓﻘﺪ ﺑﺪﺃﺕ ﰲ ﻋﺎﻡ ‪ ١٩٨٨‬ﰲ ﺇﻋﺪﺍﺩ ﺑﺮﻧﺎﻣﺞ ﻗﻮﻣﻲ ﻣﺮﻛﺰﻱ ﻳﻌﺮﻑ ﺑـ‬
‫”‪ ،“Torch‬ﻭﺗﹸﺸﲑ ﺍﻹﺣﺼﺎﺋﻴﺎﺕ ﺇﱄ ﺃﻥ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻄﻤﻮﺡ ﻗﺪ ﺃﺩﻱ‬
‫ﺇﱄ ﺧﻠﻖ ‪ ٥٤‬ﺣﺪﻳﻘﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﺧﻼﻝ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﴈ‪ ،‬ﻛﲈ‬
‫ﻧﺠﺢ ﰲ ﺇﻗﺎﻣﺔ ﻗﺮﺍﺑﺔ ‪ ٤٦٥‬ﺣﺎﺿﻨﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﺣﺘﻲ ﻋﺎﻡ ‪ ٢٠٠٢‬ﻭﺻﻞ‬
‫ﻋﺪﺩ ﺍﻟﴩﻛﺎﺕ ﺍﻟﺘﻲ ﺃﻗﻴﻤﺖ ﻓﻴﻬﺎ ﺇﱄ ‪ ٢٠٧٩٦‬ﻣﻦ ﺍﻟﴩﻛﺎﺕ ﺍﻟﺘﻲ ﺗﻨﺘﺞ‬

‫‪185‬‬
 ‫‪‬‬

‫ﻣﻨﺘﺠﺎﺕ ﻋﺎﻟﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﻳﻌﻤﻞ ﻓﻴﻬﺎ ﻗﺮﺍﺑﺔ ‪ ٢٫٥١‬ﻣﻠﻴﻮﻥ ﺷﺨﺺ‬

‫ﻏﺎﻟﺒﻴﺘﻬﻢ ﻣﻦ ﺫﻭﻱ ﺍﳌﺆﻫﻼﺕ ﺍﻟﻌﺎﻟﻴﺔ)‪.(١‬‬
‫ﳑﺎ ﺳﺒﻖ ﻳﻤﻜﻦ ﺍﻟﻘﻮﻝ‪ :‬ﺇﻥ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺘﻲ ﻣﺮﺕ ﲠﺎ ﺑﻌﺾ ﻣﻦ ﺍﻟﺪﻭﻝ‬
‫ﺍﳌﺘﻘﺪﻣﺔ ﻭﺍﻟﻨﺎﻣﻴﺔ ﰲ ﺍﻟﺘﻮﺟﻪ ﻧﺤﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻛﺎﻧﺖ ﻏﻨﻴﺔ‪ ،‬ﳑﺎ ﻳﻔﺘﺢ‬
‫ﺍﳌﺠﺎﻝ ﺃﻣﺎﻡ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﻭﺍﳌﻘﺎﻻﺕ ﺍﳌﺘﺨﺼﺼﺔ ﻋﻦ ﲡﺮﺑﺔ ﻛﻞ ﺩﻭﻟﺔ‪،‬‬
‫ﻭﻋﻦ ﺍﳋﻄﻂ ﺍﻟﺘﻲ ﺗﻢ ﺍﻟﺴﲑ ﻋﻠﻴﻬﺎ ﻟﻼﺭﺗﻘﺎﺀ ﻋﲇ ﻣﺪﺍﺭﺝ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﻣﻦ ﺃﻫﻢ ﺍﳌﺆﴍﺍﺕ ﺍﻟﺘﻲ ﺗﺪﻝ ﻋﲇ ﺗﻮﺟﻪ ﺍﻟﺒﻠﺪ ﻧﺤﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫ﺣﺠﻢ ﺍﻹﻧﻔﺎﻕ ﻋﲇ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻛﻨﺴﺒﺔ ﻣﻦ ﺍﻟﻨﺎﺗﺞ ﺍﳌﺤﲇ ﺍﻹﲨﺎﱄ‬
‫ﺍﻟﺬﻱ ﹸﻳﻤﺜﻞ ﳎﻤﻮﻉ ﺍﻟﻨﻔﻘﺎﺕ ﺍﳉﺎﺭﻳﺔ ﻭﺍﻟﺮﺃﺳﲈﻟﻴﺔ )ﰲ ﺍﻟﻘﻄﺎﻋﲔ ﺍﻟﻌﺎﻡ‬
‫ﻭﺍﳋﺎﺹ( ﻋﲇ ﺍﻷﻋﲈﻝ ﺍﻹﺑﺪﺍﻋﻴﺔ ﺍﻟﺘﻲ ﲡﺮﻱ ﺑﻄﺮﻳﻘﺔ ﻣﻨﻬﺠﻴﺔ ﺑﻐﺮﺽ‬
‫ﺍﻹﺭﺗﻘﺎﺀ ﺑﺎﳌﻌﺎﺭﻑ‪ ،‬ﺑﲈ ﰲ ﺫﻟﻚ ﺍﳌﻌﺎﺭﻑ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﳌﺠﺘﻤﻌﻴﺔ‪،‬‬
‫ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺮﻓﺔ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﺟﺪﻳﺪﺓ‪ .‬ﻓﻜﲈ ﻧﻼﺣﻆ ﰲ ﺍﳉﺪﻭﻝ ﺍﻵﰐ‬
‫ﺍﻟﺬﻱ ﻳﻈﻬﺮ ﺑﻌﺾ ﻣﺆﴍﺍﺕ ﺍﻟﺘﻮﺟﻪ ﻧﺤﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﰲ ﳎﻤﻮﻋﺔ‬
‫ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﺘﻘﺪﻣﺔ ﻭﺍﻟﻨﺎﻣﻴﺔ ﺃﻥ ﻧﺴﺒﺔ ﺍﻹﻧﻔﺎﻕ ﻋﲇ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ‬
‫ﻣﻦ ﺍﻟﻨﺎﺗﺞ ﺍﳌﺤﲇ ﺍﻹﲨﺎﱄ ﺑﻠﻐﺖ ‪ %٣٫٥‬ﰲ ﻓﻨﻠﻨﺪﺓ ﰲ ﻋﺎﻡ ‪ ،٢٠٠٧‬ﻭﻫﻲ‬
‫ﺍﻷﻋﲇ ﰲ ﳎﻤﻮﻋﺔ ﺍﻟﺪﻭﻝ ﺍﳌﺨﺘﺎﺭﺓ‪ ،‬ﺗﻠﺘﻬﺎ ﺍﻟﻴﺎﺑﺎﻥ ﻓﻜﻮﺭﻳﺎ ﺍﳉﻨﻮﺑﻴﺔ ﻓﺄﻳﺴﻠﻨﺪﺓ‬
‫ﻓﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﰲ ﺣﲔ ﻛﺎﻧﺖ ﺍﳍﻨﺪ ﻭﺗﺮﻛﻴﺎ ﻭﺇﻳﺮﺍﻥ ﻭﻣﺎﻟﻴﺰﻳﺎ ﺍﻷﻗﻞ‪،‬‬
‫ﻛﲈ ﻧﺮﻱ ﺃﻥ ﻋﺪﺩ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﰲ ﻓﻨﻠﻨﺪﺓ ﻛﺎﻥ ﺍﻷﻛﱪ‬
‫)‪ (١‬ﺍﻧﻈﺮ‪www.isesco,org,ma :‬‬

‫‪186‬‬
‫‪‬‬

‫ﺣﻴﺚ ﺑﻠﻎ ‪ ٧٣٨٢‬ﻋﺎﻣﻞ ﻟﻜﻞ ﻣﻠﻴﻮﻥ ﻧﺴﻤﺔ ﰲ ﻋﺎﻡ ‪ ،٢٠٠٧‬ﺗﻠﺘﻬﺎ ﺃﻳﺴﻠﻨﺪﺓ‬

‫ﻭﺳﻨﻐﺎﻓﻮﺭﺓ‪ ،‬ﰲ ﺣﲔ ﻛﺎﻧﺖ ﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ ﻭﻣﺎﻟﻴﺰﻳﺎ ﻭﺍﳍﻨﺪ ﺍﻷﻗﻞ ﺑﲔ‬
‫ﳎﻤﻮﻋﺔ ﺍﻟﺪﻭﻝ ﺍﳌﺨﺘﺎﺭﺓ‪ ،‬ﻭﻫﺆﻻﺀ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻫﻢ ﺍﳌﺘﺨﺼﺼﻮﻥ ﺍﳌﺸﺘﻐﻠﻮﻥ‬
‫ﺑﺘﻜﻮﻳﻦ ﺃﻭ ﺍﺑﺘﻜﺎﺭ ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ ﺃﻭ ﻣﻨﺘﺠﺎﺕ ﺃﻭ ﺃﺩﻭﺍﺕ‪ ،‬ﺃﻭ ﻋﻤﻠﻴﺎﺕ‪،‬‬
‫ﺃﻭ ﻃﺮﻕ‪ ،‬ﺃﻭ ﺃﻧﻈﻤﺔ‪ -‬ﻭﺇﺩﺍﺭﺓ ﺍﳌﺸﺎﺭﻳﻊ ﺍﳌﻌﻨﻴﺔ‪ ،‬ﻭﻳﺸﻤﻞ ﻃﻠﺒﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻟﻌﻠﻴﺎ ﻟﺪﺭﺟﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ‪ .‬ﺃﻣﺎ‬
‫ﺻﺎﺩﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﺘﻘﺪﻣﺔ )ﺑﺎﻷﺳﻌﺎﺭ ﺍﳉﺎﺭﻳﺔ ﻟﻠﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‬
‫ﻭﻫﻲ ﺍﳌﻨﺘﺠﺎﺕ ﺫﺍﺕ ﺍﻟﻜﺜﺎﻓﺔ ﺍﻟﻌﺎﻟﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺒﺤﻮﺙ ﻣﺜﻞ‬
‫ﳎﺎﻝ ﺍﻟﻔﻀﺎﺀ ﺍﳉﻮﻱ‪ ،‬ﻭﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﺍﳌﻨﺘﺠﺎﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ‪،‬‬
‫ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻷﺟﻬﺰﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫ﻓﻜﲈ ﻳﺒﺪﻭ ﺃﻥ ﺍﻟﺼﲔ ﺻﺪﺭﺕ ﻗﺮﺍﺑﺔ ‪ ٣٣٧‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ ﻣﻦ ﺻﺎﺩﺭﺍﺕ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﻋﺎﻡ ‪ ،٢٠٠٧‬ﻛﲈ ﺻﺪﺭﺕ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ‪ ٢٢٩‬ﻣﻠﻴﺎﺭ‬
‫ﺩﻭﻻﺭ ﻭﺃﳌﺎﻧﻴﺎ ‪ ١٥٦‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ ﻭﺍﻟﻴﺎﺑﺎﻥ ﻗﺮﺍﺑﺔ ‪ ١٢١‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ)‪.(١‬‬

‫)‪ (١‬ﳏﻤﺪ ﺃﻧﺲ ﺃﺑﻮ ﺍﻟﺸﺎﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٦٠١‬‬

‫‪187‬‬
 RPPW@ÚÓflb‰€aÎ@ÚflÜ‘n‡€a@fiÎÜ€a@Âfl@ګχvfl@Ôœ@ڜ仇€a@Öbñn”a@Ïz„@ÈuÏn€a@paäë˚fl@ú»i
HwwwNworldbankNorgI@âÜñ‡€a

@paâÖbï @Ôœ@ÊÏ‹flb»€a @÷b–„⁄a @paâÖbï @Ôœ@ÊÏ‹flb»€a @÷b–„⁄a

@bÓuπωÿn€a @szj€a@fibvfl @szj€a@Ô‹« bÓuπωÿn€a @szj€a@fibvfl @szj€a@Ô‹«
@ÊÏÓ‹fl@ÚflÜ‘n‡€a @›ÿ€@äÌÏĐn€aÎ @äÌÏĐn€aÎ @Ü‹j€a @ÚflÜ‘n‡€a @äÌÏĐn€aÎ @äÌÏĐn€aÎ @Ü‹j€a
@â¸ÎÖ @Ú‡é„@ÊÏÓ‹fl @wmb‰€a@Âfl @â¸ÎÖ@ÊÏÓ‹fl @ÊÏÓ‹fl@›ÿ€ @wmb‰€a@Âfl
@Ô‹z‡€a @Ú‡é„ @Ô‹z‡€a

188
٩١٤٠ ٦٥٧ %١٫١ ‫ﺍﻟﱪﺍﺯﻳﻞ‬ ١٥٥٩٢٢ ٣٥٣٢ %٢٫٥٤ ‫ﺃﳌﺎﻧﻴﺎ‬
٣٣٧٠٠٦ ١٠٧١ %١٫٤ ‫ﺍﻟﺼﲔ‬ ٦٣٠٦٦ ٤١٨١ %١٫٨ ‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‬
٤٩٤٤ ١٣٧ %٠٫٨ ‫ﺍﳍﻨﺪ‬ ٤٣٩١ ٥٢٤٧ %١٫٦ ‫ﺍﻟﻨﺮﻭﻳﺞ‬
١٧٧٣ ٦٨٠ %٠٫٧ ‫ﺗﺮﻛﻴﺎ‬ ٢٢٨٦٥٥ ٤٦٦٣ %٢٫٧ ‫ﺍﻟﻮﻻﻳﺎﺕ‬
‫ﺍﳌﺘﺤﺪﺓ‬
٣٧٥ ٧٠٦ %٠٫٧ ‫ﺇﻳﺮﺍﻥ‬ ١٢١٤٢٥ ٥٥٧٣ %٣٫٤ ‫ﺍﻟﻴﺎﺑﺎﻥ‬

 ‫‪١١٠٦٣٣‬‬ ‫‪٤٦٢٧‬‬ ‫‪%٣٫٢‬‬ ‫ﲨﻬﻮﺭﻳﺔ‬ ‫‪٧٢٩‬‬ ‫‪٧١٦٧‬‬ ‫‪%٢٫٧‬‬ ‫ﺃﻳﺴﻠﻨﺪﺓ‬
‫ﻛﻮﺭﻳﺎ‬
‫‪١٨٥٩‬‬ ‫‪٣٩٣‬‬ ‫‪%١٫٩‬‬ ‫ﺟﻨﻮﺏ‬ ‫‪٢٧٩٨٢‬‬ ‫‪١٥٦٨‬‬ ‫‪%١٫٢‬‬ ‫ﺇﻳﻄﻠﻴﺎ‬
‫‪‬‬

‫ﺃﻓﺮﻳﻘﻴﺎ‬
‫‪٤١٤٤‬‬ ‫‪٣٣٠٥‬‬ ‫‪%١٫١‬‬ ‫ﺭﻭﺳﻴﺎ‬ ‫‪٣٤٩٦‬‬ ‫‪٣٤٩٦‬‬ ‫‪%٢٫٠٤‬‬ ‫ﻓﺮﻧﺴﺎ‬
‫‪١٠٥٥٥٠‬‬ ‫‪٦٠٨٨‬‬ ‫‪%٢٫٥‬‬ ‫ﺳﻨﻐﺎﻓﻮﺭﺓ‬ ‫‪٧٣٨٢‬‬ ‫‪٧٣٨٢‬‬ ‫‪%٣٫٥‬‬ ‫ﻓﻨﻠﻨﺪﺓ‬
‫‪٦٥١٠٧‬‬ ‫‪٣٧٢‬‬ ‫‪%٠٫٦‬‬ ‫ﻣﺎﻟﻴﺰﻳﺎ‬ ‫‪٤٢٦٠‬‬ ‫‪٤٢٦٠‬‬ ‫‪%١٫٩‬‬ ‫ﻛﻨﺪﺍ‬

‫‪189‬‬
 ‫‪‬‬

‫ﺗﻌﺪﺩﺕ ﺍﻟﺪﻭﺍﻋﻲ ﺍﻟﺘﻲ ﺩﻓﻌﺖ ﺗﻠﻚ ﺍﻟﺪﻭﻝ ﻟﻠﺘﻮﺟﻪ ﻧﺤﻮ ﺍﻗﺘﺼﺎﺩ‬

‫ﺍﳌﻌﺮﻓﺔ ﲤﺜﻠﺖ ﺃﻫﻢ ﻣﱪﺭﺍﺕ ﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪ ،‬ﰲ ﻛﻮﻧﻪ‬
‫ﺍﻗﺘﺼﺎﺩ ﻳﺘﻤﻴﺰ ﺑﴪﻋﺔ ﺍﻟﺘﻐﲑ‪ ،‬ﻭﰲ ﻇﻠﻪ ﺃﺻﺒﺢ ﺍﻟﺘﺤﺪﻱ ﺍﻟﺬﻱ ﻳﻮﺍﺟﻪ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔﻫﻮ )ﺇﺩﺍﺭﺓ ﺍﻟﻮﻓﺮﺓ( ﻋﲇ ﺍﻟﻌﻜﺲ ﲤﺎﻣ ﹰﺎ ﳑﺎ ﻛﺎﻥ ﻋﻠﻴﻪ‬
‫ﺍﻟﻮﺿﻊ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺘﻠﻘﻴﺪﻱ ﺣﻴﺚ ﻛﺎﻥ ﺍﻟﺘﺤﺪﻱ ﺍﻟﺮﺋﻴﴘ ﻫﻮ) ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﻨﺪﺭﺓ(‪ ،‬ﻭﻗﺪ ﺯﺍﺩ ﻣﻦ ﺃﳘﻴﺔ ﴐﻭﺭﺓ ﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻨﻤﻮ‬
‫ﺍﻟﴪﻳﻊ ﻟﻠﻤﻌﺮﻓﺔ‪ ،‬ﻭﻇﻬﻮﺭ ﻓﺮﻭﻉ ﻋﻠﻤﻴﺔ ﺟﺪﻳﺪﺓ ﻭﺍﺗﺴﺎﻉ ﳎﺎﻻﺕ ﺍﻟﺒﺤﺚ‬
‫ﻭﺍﻟﺘﻄﻮﺭ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱄ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺍﻟﻜﺒﲑ ﺍﻟﺬﻱ ﻳﺸﻬﺪﻩ ﺍﻟﻌﺎﱂ‬
‫ﺣﺎﻟﻴ ﹰﺎ ﰲ ﳐﺘﻠﻒ ﺍﳌﺠﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ)‪.(١‬‬
‫ﻭﻣﻦ ﺛﻢ ﻓﺈﻥ ﺍﻟﻌﺎﱂ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳉﺪﻳﺪ ﻳﺘﻤﻴﺰ ﺑﺘﻔﺎﻋﻞ ﺛﻼﺙ ﻗﻮﻱ‬
‫ﺗﺆﺩﻱ ﺇﱄ ﺗﻐﲑ ﳎﻤﻞ ﻗﻮﺍﻋﺪ ﺍﻟﻨﺸﺎﻁ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻫﻲ‪:‬‬
‫ﺍﻷﻭﱄ‪ :‬ﻗﻮﻱ ﺍﻟﻌﻮﳌﺔ ﺳﻮﺍﺀ ﰲ ﳎﺎﻝ ﺍﻟﺘﺒﺎﺩﻝ ﺍﻟﺴﻠﻌﻲ ﺃﻭ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﳌﺎﻟﻴﺔ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﻛﺜﺎﻓﺔ ﻗﻮﻱ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺤﻴﺚ ﺃﺻﺒﺢ ﺣﻮﺍﱄ ‪ %٧٠‬ﻣﻦ‬
‫ﺍﻟﻘﻮﻱ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﺗﻌﻤﻞ ﰲ ﳎﺎﻻﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﺎ ﻳﺮﺗﺒﻂ‬
‫ﲠﺎ‪ ،‬ﻭﺑﺎﳌﻘﺎﺑﻞ ﻓﺈﻥ ﻋﲈﻝ ﺍﳌﺼﺎﻧﻊ ﺑﺪﻭﺭﻫﻢ ﺃﺻﺒﺤﻮﺍ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻗﻮﺍﻫﻢ‬
‫ﺍﻟﺬﻫﻨﻴﺔ ﰲ ﺍﻟﻌﻤﻞ ﺑﺄﻛﺜﺮ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﻟﻘﻮﺍ ﻫﻮ ﺍﻟﻌﻀﻠﻴﺔ ﺃﻭ ﺍﻟﺒﺪﻳﻨﺔ‪.‬‬

‫)‪ (١‬ﻧﺠﻢ ﻋﺒﻮﺩ ﻧﺠﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٢٢١‬‬

‫‪190‬‬
‫‪‬‬

‫ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﺍﻟﺸﺒﻜﻴﺔ ﻭﺍﻻﺗﺼﺎﻟﻴﺔ ﻛﺸﺒﻜﺔ ﺍﻻﻧﱰﻧﺖ ﺍﻟﺘﻲ ﺗﻜﺎﺩ ﲡﻌﻞ ﺍﻟﻌﺎﱂ‬

‫ﺃﻗﺮﺏ ﻓﻌﻠﻴ ﹰﺎ ﺇﱄ ﻣﻔﻬﻮﻡ ﺍﻟﻘﺮﻳﺔ ﺍﻟﻜﻮﻧﻴﺔ ‪ ،Global Village‬ﻭﻳﺼﻒ ”ﻭﻟﱰ‬
‫ﺏ‪.‬ﺭﺳﺘﻮﻥ“ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺬﻫﻨﻲ ﺍﻟﺬﻱ ﻳﻤﻴﺰ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺄﻧﻪ‬
‫ﻗﺪ ﺃﺻﺒﺢ ﺃﻫﻢ ﻧﺴﺒﻴ ﹰﺎ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﺎﺩﻱ ﺣﻴﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪،‬‬
‫ﻭﺣﻴﺚ ﺍﻟﺴﻮﻕ ﺍﻟﻌﺎﳌﻴﺔ ﺍﳉﺪﻳﺪﺓ ﺗﻌﺰﺯﻫﺎ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ)‪.(١‬‬
‫«‪Zڜ仇€a@Öbñn”a@Ôœ@xbflÜ„¸a@›flaÏ‬‬
‫ﺇﻥ ﺍﻹﻗﻼﻉ ﺍﳌﻌﺮﰲ ” ‪ “Knowledge take off‬ﻭﺍﻟﺘﺤﻮﻝ ﻣﻦ ﺍﻗﺘﺼﺎﺩ‬
‫ﻣﺎﺩﻱ ﺇﱄ ﺍﻗﺘﺼﺎﺩ ﻻ ﻣﺎﺩﻱ ”‪ “intangible‬ﻳﻘﻮﻡ ﻋﲇ ﺍﻟﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ‪،‬‬
‫ﻳﺘﻄﻠﺐ ﺗﻮﺍﻓﺮ ﴍﻭﻃ ﹰﺎ ﺃﺳﺎﺳﻴﺔ ﻣﻦ ﺃﳘﻬﺎ ﺇﻗﺎﻣﺔ ﺑﻨﻲ ﲢﺘﻴﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ‬
‫ﺧﺎﺻﺔ ﺗﻘﺎﻧﺎﺕ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻹﻋﻼﻡ‪ ،‬ﻭﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺍﻟﺮﺃﺳﲈﻝ ﺍﻟﺒﴩﻱ)‪.(٢‬‬
‫ﺗﻘﺎﻧﺎﺕ ﺍﻹﻋﻼﻡ ﻭﺍﻻﺗﺼﺎﻝ‪ :‬ﺗﻌﺘﱪ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﻟﺘﻘﺎﻧﺎﺕ ﺍﻻﺗﺼﺎﻝ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺒﻠﺪ ﻣﺎ ﺍﻟﻌﺎﻣﻞ ﺍﻷﻫﻢ ﰲ ﲢﺪﻳﺪ ﻗﺪﺭﺗﻪ ﻋﲇ ﺍﻻﻧﺘﻘﺎﻝ ﺇﱄ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﳌﻲ ﺍﳌﺒﻨﻲ ﻋﲇ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺣﻴﺚ ﺗﺸﻜﻞ ﻛﺜﺎﻓﺔ ﺍﳋﻄﻮﻁ‬
‫ﺍﳍﺎﺗﻔﻴﺔ‪ -‬ﺍﻟﺜﺎﺑﺘﺔ ﻭﺍﳌﻨﻘﻮﻟﺔ – ﻭﺍﻧﺘﺸﺎﺭ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻣﺪﻱ‬

‫)‪ (١‬ﻭﻟﱰ‪.‬ﺏ‪ .‬ﺭﺳﺘﻮﻥ‪ ،‬ﺃﻓﻮﻝ ﺍﻟﺴﻴﺎﺩﺓ‪ :‬ﻛﻴﻒ ﲢﻮﻝ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﺎﳌﻨﺎ‪ ،‬ﺳﻤﲑ ﻧﺼﺎﺭ‬
‫ﻭﺟﻮﺭﺝ ﺧﻮﺭﻱ)ﻣﱰﺟﻢ(‪ ،‬ﺩﺍﺭ ﺍﻟﻨﴪ ﻟﻠﻨﴩ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﲈﻥ ﺍﻷﺭﺩﻥ‪ ،١٩٩٤ ،‬ﺹ‬
‫ﺹ ‪.١٢-٩‬‬
‫)‪ (٢‬ﺑﻮ ﻃﺎﻟﺐ ﻗﻮﻳﺪﺭ‪ ،‬ﻭﺑﻮﻃﻴﺒﺔ ﻓﻴﺼﻞ‪ ،‬ﺍﻻﻧﺪﻣﺎﺝ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺍﻟﻔﺮﺹ ﻭﺍﻟﺘﺤﺪﻳﺎﺕ‪،‬‬
‫ﺍﳌﻠﺘﻘﻲ ﺍﻟﺪﻭﱄ ﺣﻮﻝ »ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﴩﻳﺔ ﻭﻓﺮﺹ ﺍﻻﻧﺪﻣﺎﺝ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ‬
‫ﺍﻟﺒﴩﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻭﺭﻗﻠﺔ‪ ٩ ،‬ﻣﺎﺭﺱ ‪ ،٢٠٠٤‬ﺹ ‪.٢٥٣‬‬

‫‪191‬‬
 ‫‪‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﻧﱰﻧﺖ ﺍﳌﺆﴍﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﳍﺬﻩ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ‪.‬‬

‫ﺇﻥ ﺗﺸﻴﻴﺪ ﺑﻨﻲ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﰲ ﺇﻃﺎﺭ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻳﻜﻮﻥ ﺃﺳﺎﺳ ﹰﺎ‬
‫ﺑﺎﻻﺳﺘﺜﲈﺭ ﰲ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻋﻼﻡ ﻭﺍﻻﺗﺼﺎﻝ ﻛﺼﻨﺎﻋﺔ ﺍﻟﱪﳎﻴﺎﺕ ﻭﺻﻨﺎﻋﺔ‬
‫ﻣﻌﺪﺍﺕ ﺍﻹﻋﻼﻡ ﺍﻵﱄ‪ ،‬ﻓﻌﲇ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﻛﻲ ﺗﻨﺪﻣﺞ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫ﺃﻥ ﺗﺮﻛﺰ ﻋﲇ ﺟﺎﻧﺐ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻋﻼﻡ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﺫﻟﻚ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﺳﺘﻌﲈﻝ ﻫﺬﺍ ﺍﻷﺧﲑﺓ ﺑﻐﺮﺽ ﺇﻗﺎﻣﺔ ﺑﻨﻲ ﲢﺘﻴﺔ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﻣﻜﻠﻔ ﹰﺎ‪ ،‬ﻓﺈﻥ ﻋﺪﻡ‬
‫ﺍﺳﺘﻌﲈﳍﺎ ﻳﻜﻮﻥ ﺃﻛﺜﺮ ﺗﻜﻠﻔﺔ)‪.(١‬‬
‫ﺍﻟﺘﻌﻠﻴﻢ‪ :‬ﺗﻌﺘﻤﺪ ﻗﺪﺭﺓ ﺑﻠﺪ ﻣﺎ ﻋﲇ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻋﲇ‬
‫ﻣﺪﻱ ﺍﻟﴪﻋﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﺃﻥ ﻳﺘﺤﻮﻝ ﺇﱄ ﺍﻗﺘﺼﺎﺩ ﺗﻌﻠﻴﻤﻲ‪،‬‬
‫ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﴩﻛﺎﺕ ﻗﺎﺩﺭﻳﻦ ﻋﲇ ﺇﻧﺘﺎﺝ ﺍﻟﺜﺮﻭﺓ ﺑﺤﺴﺐ‬
‫ﻗﺪﺭﲥﻢ ﻋﲇ ﺍﻟﺘﻌﻠﻢ ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻹﺑﺪﺍﻉ‪.‬‬
‫ﻭﰲ ﻇﻞ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺃﻳﻦ ﻳﺘﺠﻪ ﺍﻻﻫﺘﲈﻡ ﺻﻮﺏ ﺍﻟﻨﺸﺎﻁ ﻛﺜﻴﻒ‬
‫‪ “Knowledge –intensive ac‬ﳜﺺ ﺟﺎﻧﺐ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺪﻭﺭ‬ ‫ﺍﳌﻌﺮﻓﺔ ”‪vity‬‬

‫ﺟﻮﻫﺮﻱ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺍﻟﻨﻄﺎﻕ ﺍﻟﺬﻱ ﺗﺒﻨﻲ ﻓﻴﻪ ﺍﻟﻄﺎﻗﺎﺕ ﺍﻟﺒﴩﻳﺔ ﺍﻟﺘﻲ ﲢﺘﺎﺟﻬﺎ‬
‫ﺻﻨﺎﻋﺎﺕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﻓﺎﻟﻌﻼﻗﺔ ﻋﻀﻮﻳﺔ ﺑﲔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻋﻼﻡ ﻭﺍﻻﺗﺼﺎﻝ‪،‬‬
‫ﺣﻴﺚ ﺃﻥ ﻣﻬﻤﺔ ﺍﻷﻭﻝ ﺇﻋﺪﺍﺩ ”ﻋﲈﻝ ﺍﳌﻌﺮﻓﺔ“ ”‪“Knowledge workers‬‬

‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.٢٥٦‬‬

‫‪192‬‬
‫‪‬‬

‫ﺍﻟﺬﻳﻦ ﻳﻌﻬﺪ ﺇﻟﻴﻬﻢ ﺗﻄﻮﻳﺮ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﻣﻦ ﺟﻬﺘﻬﺎ ﺗﻘﻮﻡ ﻫﺬﻩ‬
‫ﺍﻷﺧﲑﺓ ﺑﺘﻴﺴﲑ ﻇﺮﻭﻑ ﺍﻟﺘﻌﻠﻢ ﻭﺟﻌﻠﻪ ﺃﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﺰﻭﻳﺪ‬
‫ﻗﻄﺎﻋﻲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻨﻈﺎﻣﻲ ﻭﻏﲑ ﺍﻟﻨﻈﺎﻣﻲ ﺑﲈ ﺗﻨﺘﺠﻪ ﺻﻨﺎﻋﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﻹﻋﻼﻡ ﻭﺍﻻﺗﺼﺎﻝ ﻣﺜﻞ ﺍﻻﻧﱰﻧﺖ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻓﺎﻟﺘﻄﻮﺭ ﺍﳍﺎﺋﻞ ﳋﺪﻣﺔ ﺍﻻﻧﱰﻧﺖ ﻭﺍﻻﺳﺘﻌﲈﻝ ﺍﳌﺘﺰﺍﻳﺪ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ‬
‫ﺍﻹﻋﻼﻡ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺇﻃﺎﺭ ﺗﺸﺠﻴﻊ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻦ ﺑﻌﺪ ﺳﻴﺴﻬﻢ ﰲ ﲡﺎﻭﺯ‬
‫ﺻﻌﻮﺑﺎﺕ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﺍﳌﻜﺎﻥ ﺑﺨﺼﻮﺹ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻜﻮﻳﻦ‪.‬‬
‫ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﻳﻮﻓﺮ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﻧﱰﻧﺖ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻋﻼﻡ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻟﺪﻋﻢ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻨﻈﺎﻣﻲ ﻭﻏﲑ ﺍﻟﻨﻈﺎﻣﻲ ﺇﻣﻜﺎﻧﺎﺕ ﻫﺎﺋﻠﺔ ﻟﺘﻘﻮﻳﺔ‬
‫ﻗﺪﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﻣﻦ ﺧﻼﻝ ﺫﻟﻚ ﺗﻄﻮﻳﺮ ﻗﺎﻋﺪﺓ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﲠﺬﻩ‬
‫ﺍﻟﺪﻭﻝ‪ ،‬ﻟﻜﻦ ﺍﺳﺘﻐﻼﻝ ﻫﺬﻩ ﺍﻹﻣﻜﺎﻧﺎﺕ ﻻ ﻳﻜﻮﻥ ﳑﻜﻨ ﹰﺎ ﻣﺎ ﱂ ﺗﺴﻤﺢ ﻋﻤﻠﻴﺎﺕ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻨﻈﺎﻣﻲ ﻭﻏﲑ ﺍﻟﻨﻈﺎﻣﻲ ﻟﻸﻓﺮﺍﺩ ﺑﺎﻟﺘﻤﻜﻦ ﻣﻦ ﺍﳋﱪﺍﺕ ﺍﻟﺘﻲ ﺗﻌﺘﱪ‬
‫ﴐﻭﺭﻳﺔ ﻻ ﺳﺘﻐﻼﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺸﻜﻞ ﺧﻼﻕ ﻭﻓﻌﺎﻝ‪.‬‬
‫ﺇﻥ ﺍﳌﻄﻠﻮﺏ ﻓﻌﻠﻪ ﳉﻌﻞ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻨﺴﺠ ﹰﲈ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫ﻫﻮ ﺍﻟﱰﻛﻴﺰ ﻋﲇ ﺗﻜﻮﻳﻦ ﺃﻓﺮﺍﺩ ﻟﺪﳞﻢ ﺍﻟﻘﺪﺭﺓ ﻋﲇ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‪،‬‬
‫ﻭﺃﺳﺎﺳ ﹰﺎ ﺗﻜﻮﻳﻨﻬﻢ ﰲ ﺍﳌﺠﺎﻻﺕ ﺍﻟﺘﻲ ﻳﺘﺠﲇ ﻓﻴﻬﺎ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ”ﳎﺎﻻﺕ‬
‫ﺍﳌﻌﺮﻓﺔ“ ﻛﺎﻟﺒﻴﻮﺗﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﺻﻨﺎﻋﺔ ﺍﻟﱪﳎﻴﺎﺕ“)‪.(١‬‬

‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.٢٥٧‬‬

‫‪193‬‬
 ‫‪‬‬

‫ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ‪ :‬ﺗﻨﺘﴩ ﰲ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳌﻌﺮﻓﺔ ﳐﺎﺑﺮ ﺍﻟﺒﺤﺚ‬

‫ﻭﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﻭﺗﻮﱄ ﳍﺎ ﺍﳊﻜﻮﻣﺎﺕ ﻭﺍﳋﻮﺍﺹ ﻭﺍﻟﻘﻄﺎﻉ ﺍﻟﺜﺎﻟﺚ ﺑﺎﻟﻎ ﺍﻻﻫﺘﲈﻡ‬
‫ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺍﻟﻘﻠﺐ ﺍﻟﻨﺎﺑﺾ ﻟﻠﺘﻘﺪﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ .‬ﻭﺑﺼﻮﺭﺓ ﺗﺪﺭﳚﻴﺔ ﺃﺻﺒﺢ‬
‫ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﺧﺎﺻﺔ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﻳﺸﻜﻞ ﺃﻫﻢ ﺟﻮﺍﻧﺐ‬
‫ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻓﻴﻬﺎ‪ ،‬ﺫﻟﻚ ﻷﻧﻪ ﻳﻤﺜﻞ ﻭﺳﻴﻠﺔ ﻟﺘﻮﺳﻴﻊ ﺍﳌﻌﺎﺭﻑ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﺘﻲ ﺗﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﻋﻤﻠﻴﺔ ﺍﻹﺑﺪﺍﻉ‪ .‬ﻛﲈ ﻳﺆﺩﻱ ﺇﱄ ﺯﻳﺎﺩﺓ ﻋﺎﺋﺪ‬
‫ﺍﻻﺳﺘﺜﲈﺭﺍﺕ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﴩﻳﺔ‪.‬‬
‫ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻷﻧﺸﻄﺔ ﺍﳍﺎﺩﻓﺔ ﺇﱄ ﺯﻳﺎﺩﺓ ﺫﺧﲑﺓ‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺗﻄﺒﻴﻘﺎﲥﺎ ﻋﲇ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻫﻮ ﻳﻨﻘﺴﻢ ﺇﱄ ﻗﺴﻤﲔ‪:‬‬
‫ﺍﻟﺒﺤﺚ ﺍﻷﺳﺎﳼ ﻭﻫﻮ ﺍﳉﻬﻮﺩ ﺍﳌﺒﺬﻭﻟﺔ ﲠﺪﻑ ﺍﳊﺼﻮﻝ ﻋﲇ ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺤﺪﺩﺓ‪ ،‬ﻭﻏﲑ ﺍﳌﻮﺟﻬﺔ ﺑﺎﻟﴬﻭﺭﺓ ﺇﱄ ﻫﺪﻑ ﳏﺪﺩ‪ ،‬ﺃﻭ ﺗﻄﺒﻴﻘﺎﺕ‬
‫ﳏﺪﺩﺓ ﻭﻻ ﻳﻜﻮﻥ ﺍﻟﻘﺼﺪ ﻣﻨﻬﺎ ﺍﻟﺮﺑﺢ ﺍﻟﺘﺠﺎﺭﻱ‪ .‬ﺃﻣﺎ ﺍﻟﺒﺤﺚ ﺍﻟﺘﻄﺒﻴﻘﻲ‬
‫ﻓﻴﻜﻮﻥ ﺍﻟﻐﺮﺽ ﻣﻨﻪ ﺯﻳﺎﺩﺓ ﺍﳌﻌﺮﻓﺔ ﻟﻐﺮﺽ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﻣﻠﻤﻮﺳﺔ ﻋﻦ‬
‫ﻃﺮﻳﻖ ﺇﳚﺎﺩ ﺣﻠﻮﻝ ﳌﺴﺎﺋﻞ ﳏﺪﺩﺓ‪ ،‬ﺳﻮﺍﺀ ﻛﺎﻥ ﺍﺳﺘﻨﺒﺎﻁ ﻃﺮﻕ ﺇﻧﺘﺎﺝ ﺟﺪﻳﺪﺓ‬
‫ﺃﻭ ﺍﺑﺘﻜﺎﺭ ﺳﻠﻊ ﻭﺧﺪﻣﺎﺕ ﺟﺪﻳﺪﺓ‪.‬‬
‫ﺃﻣﺎ ﺍﻟﺘﻄﻮﻳﺮ ﻓﻬﻮ ﺃﻱ ﻧﺸﺎﻁ ﻣﻨﻬﺠﻲ ﻳﻌﺘﻤﺪ ﻋﲇ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﻭﺍﻟﺘﻲ ﺗﻢ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺒﺤﺚ ﺃﻭ ﺍﳋﱪﺓ ﺍﻟﻌﻠﻤﻴﺔ‪،‬‬
‫ﻭﺍﻟﺬﻱ ﻳﻜﻮﻥ ﺍﳍﺪﻑ ﻣﻨﻪ ﻫﻮ ﺇﻧﺘﺎﺝ ﻣﻮﺍﺩ ﺟﺪﻳﺪﺓ ﺃﻭ ﻣﻨﺘﺠﺎﺕ ﻭﺁﻻﺕ‬
‫ﺗﺴﺘﻌﻤﻞ ﰲ ﻋﻤﻠﻴﺎﺕ ﺟﺪﻳﺪﺓ‪ ،‬ﺃﻭ ﺇﺩﺧﺎﻝ ﺍﻟﺘﺤﺴﻴﻨﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻋﲇ‬

‫‪194‬‬
‫‪‬‬

‫ﺍﳌﻨﺘﺠﺎﺕ ﻭﺍﻵﻻﺕ ﻭﺍﻷﻧﻈﻤﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ)‪.(١‬‬

‫ﺇﻥ ﺍﻟﺪﺧﻮﻝ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻳﻘﺘﴤ ﺗﻮﺟﻴﻪ ﻣﺮﻛﺰ ﻟﻠﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﻭﺭﻓﻊ ﻧﺴﺒﺔ ﺍﻹﻧﻔﺎﻕ ﻋﲇ ﻣﺸﺎﺭﻳﻊ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺇﺫ ﺗﻌﺘﱪ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ‬
‫ﻛﻤﺆﴍ ﺿﻤﻦ ﳎﻤﻮﻋﺔ ﻣﺆﴍﺍﺕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﻫﻨﺎ‬
‫ﺇﱄ ﺃﻥ ﺇﻧﻔﺎﻕ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﰲ ﻣﻴﺪﺍﻥ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﻭﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﻳﺰﻳﺪ ﻋﲇ ﺇﻧﻔﺎﻕ ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﺍﻷﺧﺮﻱ ﳎﺘﻤﻌﺔ‪ ،‬ﻣﺎ ﺳﺎﻫﻢ‬
‫ﰲ ﺟﻌﻞ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻷﻣﺮﻳﻜﻲ ﺍﻷﻛﺜﺮ ﺗﻄﻮﺭ ﹰﺍ ﻭﺩﻳﻨﺎﻣﻴﻜﻴﺔ ﰲ ﺍﻟﻌﺎﱂ‪.‬‬
‫ﻭﻣﻦ ﺃﺟﻞ ﺗﻌﻈﻴﻢ ﻣﺮﺩﻭﺩﻳﺔ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺗﻌﻤﻞ‬
‫ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﻋﲇ ﺗﻘﺎﺳﻢ ﺍﻷﺩﻭﺍﺭ ﰲ ﺍﻹﻧﻔﺎﻕ ﻋﲇ ﻣﺸﺎﺭﻳﻊ ﺍﻟﺒﺤﺚ ﺑﲔ‬
‫ﺍﳊﻜﻮﻣﺔ ﻭﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﻭﺍﻟﻘﻄﺎﻉ ﺍﻟﺘﻄﻮﻋﻲ ﻭﺍﳋﲑﻱ ﺣﻴﺚ‪ ،‬ﻳﺘﻜﻔﻞ‬
‫ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﺑﺘﻤﻮﻳﻞ ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺘﻲ ﻳﻨﺘﻈﺮ ﺃﻥ ﲢﻘﻖ ﺃﺭﺑﺎﺣ ﹰﺎ ﺧﻼﻝ ‪٥‬‬
‫ﺳﻨﻮﺍﺕ ﺃﻭ ﺃﻗﻞ ﻭﻟﻜﻦ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻔﱰﺓ ‪ ١٠‬ﺳﻨﻮﺍﺕ ﻓﺄﻛﺜﺮ‪ ،‬ﻓﺈﻥ ﺍﻟﺪﻭﻟﺔ‬
‫ﻫﻲ ﺍﻟﺘﻲ ﺗﺘﻜﻔﻞ ﺑﺘﻤﻮﻳﻠﻬﺎ‪ ،‬ﺃﻣﺎ ﺇﺫﺍ ﺗﺮﺍﻭﺣﺖ ﺍﻟﻔﱰﺓ ﺑﲔ ‪ ١٠-٥‬ﺳﻨﻮﺍﺕ‬
‫ﺗﺸﱰﻙ ﺍﻟﻘﻄﺎﻉ ﺍﻟﻌﺎﻡ ﻭﺍﳋﺎﺹ ﰲ ﲤﻮﻳﻞ ﻣﺸﺎﺭﻳﻌﻬﺎ)‪.(٢‬‬

‫)‪ (١‬ﻗﻮﻳﺪﺭﻱ ﳏﻤﺪ‪ ،‬ﻭﺍﻗﻊ ﻭﺁﻓﺎﻕ ﺃﻧﺸﻄﺔ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﺭ ﰲ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﻐﺎﺭﺑﻴﺔ‪،‬‬
‫ﺍﳌﻠﺘﻘﻲ ﺍﻟﺪﻭﱄ ﺣﻮﻝ » ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﴩﻳﺔ ﻭﻓﺮﺹ ﺍﻻﻧﺪﻣﺎﺝ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ‬
‫ﺍﻟﺒﴩﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻭﺭﻗﻠﺔ‪ ٩ ،‬ﻣﺎﺭﺱ ‪ ،٢٠٠٤‬ﺹ‪.١٦٣‬‬
‫)‪ (٢‬ﻛﲈﻝ ﻣﻨﺼﻮﺭﻱ‪ ،‬ﻋﻴﴘ ﺧﻠﻴﻔﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪.٥٧ ،‬‬

‫‪195‬‬
 ‫‪‬‬

‫‪s€br€a@szj‡€a‬‬
‫‪ÚÓi什a@fiÎÜ€a@ÚÌåÁbu‬‬
‫‪ڜ仇€a@Öbñn”a@Ïz„@ÚuÏn‹€‬‬

‫ﺗﻌﺪﹸ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻭﻣﴫ ﻣﻦ ﺃﻭﺍﺋﻞ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﻲ ﺣﺎﻭﻟﺖ ﻭﺿﻊ‬

‫ﺧﻄﻂ ﻭﻃﻨﻴﺔ ﻣﺘﻜﺎﻣﻠﺔ ﲥﺪﻑ ﺇﱄ ﺍﻣﺘﻼﻙ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻻﺳﺘﻔﺎﺩﺓ‬
‫ﻣﻦ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻓﻔﻲ ﻋﺎﻡ ‪ ١٩٩٠‬ﻋﻘﺪ ﺍﳌﺆﲤﺮ ﺍﻟﻮﻃﻨﻲ ﺍﻟﺜﺎﲏ ﻋﴩ‬
‫ﻟﻠﺤﺎﺳﺐ ﺍﻵﱄ ﰲ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،‬ﻭﺍﺧﺘﲑ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺮﺋﻴﴘ‬
‫ﻟﻠﻤﺆﲤﺮ ﺑﻌﻨﻮﺍﻥ ”ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﰐ“ ﹸﻋﺮﺽ ﻓﻴﻪ ﺍﻟﻌﺪﻳﺪ‬
‫ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﻲ ﺗﱪﺯ ﺍﳋﻄﻂ ﻭﺍﻟﺘﺼﻮﺭﺍﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻋﻦ‬
‫ﺍﻟﺪﻭﺭ ﺍﳌﺘﻮﻗﻊ ﻟﻠﺠﻬﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ ﺃﻥ ﺗﻘﻮﻡ ﺑﻪ ﰲ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﻝ‬
‫ﺑﺎﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺇﱄ ﻋﴫ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﰲ ﻣﴫ ﹸﺑﺬﻟﺖ ﺍﻟﻌﺪﻳﺪ‬
‫ﻣﻦ ﺍﳉﻬﻮﺩ ﰲ ﺫﻟﻚ ﺍﻻﲡﺎﻩ ﻧﺘﺞ ﻋﻨﻬﺎ ﻭﺿﻊ ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﻠﺨﻄﺔ ﺍﻟﻘﻮﻣﻴﺔ‬
‫ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﰲ ﻣﴫ ﺍﻟﺬﻱ ﹸﻋﺮﺽ ﻭﻧﻮﻗﺶ ﰲ ﻧﺪﻭﺓ ﹸﻋﻘﺪﺕ ﰲ ﻋﺎﻡ‬
‫‪ ،١٩٩٧‬ﲠﺪﻑ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﴪﻳﻊ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﺍﳌﴫﻳﺔ ﺍﻟﺘﻲ ﺗﺴﺘﻄﻴﻊ‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﻭﺇﻧﺘﺎﺝ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺳﺘﺜﲈﺭ ﻓﻴﻬﺎ‪ ،‬ﻭﺑﻨﺎﺀ ﺍﻟﺒﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ‬

‫‪196‬‬
‫‪‬‬

‫ﺍﻟﻼﺯﻣﺔ ﻟﺬﻟﻚ)‪ ،(١‬ﻭﻣﻊ ﺫﻟﻚ ﻓﻴﻤﻜﻨﻨﺎ ﻋﺪﹲ ﺑﺪﺍﻳﺔ ﺍﻷﻟﻔﻴﺔ ﺍﳉﺪﻳﺪﺓ ﺍﻧﻄﻼﻗﺔ‬
‫ﻟﻠﺘﻮﺟﻪ ﺍﳉﺪﻱ ﻟﻠﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻧﺤﻮ ﻭﺿﻊ ﺍﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﻭﺧﻄﻂ ﻣﺴﺘﻘﺒﻠﻴﺔ‬
‫ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﳌﻨﻈﲈﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻭﺍﻹﻗﻠﻴﻤﻴﺔ ﻭﺍﻟﻮﻃﻨﻴﺔ‪.‬‬
‫ﻓﻘﺪ ﺟﺎﺀﺕ ﺃﻫﺪﺍﻑ ﺍﻷﻟﻔﻴﺔ ﺍﻟﺘﻲ ﹸﻭﺿﻌﺖ ﰲ ﺇﻃﺎﺭ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‬
‫ﺑﺤﻴﺚ ﳚﺐ ﲢﻘﻴﻘﻬﺎ ﺑﺤﻠﻮﻝ ﻋﺎﻡ ‪ ،٢٠١٥‬ﻭﺍﻟﺘﻲ ﺍﻟﺘﺰﻣﺖ ﲠﺎ ﺍﻟﺪﻭﻝ‬
‫ﺍﳌﻨﻀﻤﺔ ﺇﻟﻴﻬﺎ ﻭﻣﻦ ﺿﻤﻨﻬﺎ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻟﺘﻀﻊ ﺍﳋﻄﻮﺓ ﺍﻷﻭﱄ ﻧﺤﻮ‬
‫ﺗﻮﺟﻬﻬﺎ ﻧﺤﻮ ﺍﻻﻋﺘﲈﺩ ﻋﲇ ﺍﳌﻨﺘﺠﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ‪ ،‬ﻭﻣﻦ ﺗﻠﻚ ﺍﻷﻫﺪﺍﻑ ﺇﻗﺎﻣﺔ‬
‫ﴍﺍﻛﺔ ﻋﺎﳌﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ ﺗﺘﻀﻤﻦ ﺍﳌﴤ ﰲ ﺇﻗﺎﻣﺔ ﻧﻈﺎﻡ ﲡﺎﺭﻱ ﻭﻣﺎﱄ‬
‫ﻳﺘﺴﻢ ﺑﺎﻻﻧﻔﺘﺎﺡ‪ ،‬ﻭﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﻹﺗﺎﺣﺔ ﻓﻮﺍﺋﺪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ .‬ﻛﲈ ﺗﻌﻬﺪﺕ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﻌﻤﻞ ﻧﺤﻮ ﲢﻘﻴﻖ‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﻘﻤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﳌﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻫﻲ‬
‫ﻗﻤﺔ ﻟﺰﻋﲈﺀ ﺍﻟﻌﺎﱂ ﲠﺪﻑ ﺗﺴﺨﲑ ﺇﻣﻜﺎﻧﺎﺕ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺮﻗﻤﻴﺔ ﰲ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﳋﺪﻣﺔ ﺍﻟﺒﴩﻳﺔ‪.‬‬
‫ﺃﻣﺎ ﻋﲇ ﻣﺴﺘﻮﻱ ﺍﳌﻨﻈﲈﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻘﺪ ﺣﺪﺩﺕ ﻗﺮﺍﺭﺍﺕ ﺍﻟﻘﻤﻢ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﺆﲤﺮﺍﺕ ﻭﺯﺭﺍﺀ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﻌﺮﺏ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﻌﺎﻣﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ”ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪ “٢٠١٢ -٢٠٠٧‬ﺍﻟﺘﻲ ﺃﻗﺮﺕ ﰲ ﻗﻤﺔ ﺩﻣﺸﻖ‪ ،‬ﻭﺫﻟﻚ ﺑﺒﻨﺎﺀ ﳎﺘﻤﻊ‬

‫)‪ (١‬ﳏﻤﺪ ﲨﺎﻝ ﺩﺭﻭﻳﺶ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٧٠-٦٦‬‬

‫‪197‬‬
 ‫‪‬‬

‫ﻣﻌﻠﻮﻣﺎﺕ ﻋﺮﰊ ﻣﺘﻜﺎﻣﻞ ﻣﻦ ﺧﻼﻝ ﺗﻌﻈﻴﻢ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺇﻗﺎﻣﺔ ﺻﻨﺎﻋﺔ ﻋﺮﺑﻴﺔ ﰲ ﻫﺬﺍ ﺍﳌﺠﺎﻝ ﻟﺪﻋﻢ‬
‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﺟﺘﲈﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﺴﺘﺪﺍﻣﺔ‪.‬‬
‫ﻛﲈ ﺗﺪﻋﻢ ﺍﳌﻨﻈﲈﺕ ﺍﻹﻗﻠﻴﻤﻴﺔ ﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺜﻞ ﳎﻠﺲ ﺍﻟﺘﻌﺎﻭﻥ‬
‫ﺍﳋﻠﻴﺠﻲ ﺍﻟﺬﻱ ﺃﻗﺎﻡ ﻣﺆﲤﺮ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺗﻘﻨﻴﺎﺕ ﺍﻟﻨﺎﺗﻮ ﻋﺎﻡ ‪٢٠٠٨‬‬
‫ﰲ ﺍﻟﺪﻭﺣﺔ‪ ،‬ﺟﺮﺕ ﻓﻴﻪ ﻣﻨﺎﻗﺸﺔ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﰲ ﺩﻭﻝ ﳎﻠﺲ ﺍﻟﺘﻌﺎﻭﻥ‬
‫ﺍﳋﻠﻴﺠﻲ ﻭﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻭﺍﳋﻄﻂ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﻟﻠﺼﻨﺎﻋﺎﺕ‬
‫ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻘﻨﻴﺔ ﺍﻟﻨﺎﺗﻮ‪ ،‬ﻭﲢﺪﻳﺪ ﺧﻄﺔ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﻟﺪﻭﻝ‬
‫ﳎﻠﺲ ﺍﻟﺘﻌﺎﻭﻥ ﺍﳋﻠﻴﺠﻲ ﲠﺪﻑ ﻧﴩ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻓﻴﻬﺎ‪.‬‬
‫ﺃﻣﺎ ﻋﲇ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻮﻃﻨﻲ ﻓﻘﺪ ﺑﺪﺃﺕ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺑﱰﲨﺔ ﺗﻠﻚ‬
‫ﺍﻟﺘﻮﺟﻬﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﴩﻳﻌﻴﺔ ﻭﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪ ،‬ﻭﺇﻗﺎﻣﺔ ﺍﳌﺮﺍﻛﺰ ﺍﻟﺒﺤﺜﻴﺔ‬
‫ﻭﺍﻟﺘﺨﺼﺼﻴﺔ‪ ،‬ﻭﺇﻧﺸﺎﺀ ﺍﳌﺪﻥ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﳊﺎﺿﻨﺎﺕ ﻭﺍﳊﺪﺍﺋﻖ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‬
‫ﻓﻔﻲ ﺍﻟﺴﻌﻮﺩﻳﺔ ﹸﺃﻗﻴﻤﺖ ﻣﺪﻳﻨﺔ ﺍﳌﻌﺮﻓﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﺎﳌﺪﻳﻨﺔ ﺍﳌﻨﻮﺭﺓ ﺍﻟﺘﻲ‬
‫ﲢﻈﻲ ﺑﻤﻜﺎﻧﺔ ﻭﺃﳘﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺧﺎﺻﺔ‪ ،‬ﻷﳖﺎ ﺳﺘﻀﻊ ﺍﳌﻤﻠﻜﺔ ﰲ ﻣﺮﺗﺒﺔ‬
‫ﻗﻴﺎﺩﻳﺔ ﺭﺍﺋﺪﺓ ﻋﲇ ﻣﺴﺘﻮﻱ ﺍﻟﻌﺎﱂ ﰲ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ‪ ،‬ﺣﻴﺚ ﺗﻘﺪﺭ‬
‫ﺗﻜﻠﻔﺔ ﺇﻧﺸﺎﺀ ﻫﺬﻩ ﺍﳌﺪﻳﻨﺔ ﺑـ ‪ ٢٥‬ﻣﻠﻴﺎﺭ ﺭﻳﺎﻝ‪ ،‬ﻭﺳﺘﻮﻓﺮ ‪ ٢٠‬ﺃﻟﻒ ﻭﻇﻴﻔﺔ‬
‫ﻟﻠﻤﻮﺍﻃﻨﲔ‪ ،‬ﻭﲠﺬﺍ ﺗﻜﻮﻥ ﺃﻭﻝ ﻣﺪﻳﻨﺔ ﻣﻦ ﻧﻮﻋﻬﺎ ﻗﺎﺋﻤﺔ ﻋﲇ ﺍﻟﺼﻨﺎﻋﺎﺕ‬
‫ﺍﳌﻌﺮﻓﻴﺔ ﰲ ﺍﻟﺒﻼﺩ‪.‬‬

‫‪198‬‬
‫‪‬‬

‫ﺃﻣﺎ ﰲ ﻣﴫ ﻓﻘﺪ ﺑﺪﺃﺕ ﺗﺮﲨﺔ ﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻣﻦ ﺧﻼﻝ‬

‫ﺍﻟﺘﺠﺮﺑﺔ ﺍﳌﴫﻳﺔ ﻟﻠﺤﺎﺿﻨﺎﺕ ﺍﻟﺘﻲ ﺟﺎﺀﺕ ﻋﲇ ﻏﺮﺍﺭ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‪،‬‬
‫ﻭﺫﻟﻚ ﺑﺈﻗﺎﻣﺔ ﻫﻴﺌﺔ ﻣﺮﻛﺰﻳﺔ ﺗﻘﻮﻡ ﺑﺎﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﺴﻴﻖ ﻭﺍﻟﺘﻨﻔﻴﺬ ﻋﲇ‬
‫ﺍﳌﺴﺘﻮﻱ ﺍﻟﻘﻮﻣﻲ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺬﻱ ﻳﻀﻤﻦ ﺗﻌﻈﻴﻢ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﴩﻳﺔ ﻭﺍﻷﻃﺮ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﺗﻘﻮﻡ ﺑﺈﻗﺎﻣﺔ ﻫﺬﻩ ﺍﳊﺎﺿﻨﺎﺕ ﻭﺇﺩﺍﺭﲥﺎ‪،‬‬
‫ﻭﺗﻢ ﺇﺷﻬﺎﺭ ﺍﳉﻤﻌﻴﺔ ﰲ ﻳﻮﻟﻴﻮ ‪ ،١٩٩٥‬ﲠﺪﻑ ﺩﻋﻢ ﺭﻭﺍﺩ ﺍﻷﻋﲈﻝ‬
‫ﻭﺍﳌﴩﻭﻋﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭﻣﺴﺎﻧﺪﲥﻢ ﰲ ﺗﺼﻤﻴﻢ ﻭﺗﻨﻔﻴﺬ ﺁﻟﻴﺎﺕ ﺗﺴﻤﺢ‬
‫ﺑﺘﻘﺪﻳﻢ ﺍﳋﺪﻣﺎﺕ ﺍﻻﺳﺘﺸﺎﺭﻳﺔ‪ ،‬ﻭﺍﻟﻔﻨﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﺘﻤﻮﻳﻠﻴﺔ ﻭﺍﻟﺘﺴﻮﻳﻘﻴﺔ‬
‫ﻟﺮﻭﺍﺩ ﺍﻷﻋﲈﻝ ﻭﻣﴩﻭﻋﺎﲥﻢ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺧﻠﻖ ﻭﺗﻮﻓﲑ ﻣﻨﺎﺥ ﻣﻨﺎﺳﺐ‬
‫ﻟﻨﻤﻮ ﺍﳌﴩﻭﻋﺎﺕ ﺍﻟﺼﻐﲑﺓ‪ .‬ﻫﺬﺍ ﻓﻀ ﹰ‬
‫ﻼ ﻋﻦ ﻗﻴﺎﻡ ﻭﺯﺍﺭﺓ ﺍﻻﺗﺼﺎﻻﺕ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺈﻗﺎﻣﺔ ﺃﻭﱄ ﺍﳊﺎﺿﻨﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳌﺘﺨﺼﺼﺔ ﰲ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﰲ ﳖﺎﻳﺔ ﻋﺎﻡ ‪ ،٢٠٠٠‬ﺍﻟﺘﻲ ﺗﺴﻤﻲ ‪Ideaveloper‬‬

‫ﻭﺫﻟﻚ ﺩﺍﺧﻞ ﺍﻟﻘﺮﻳﺔ ﺍﻟﺬﻛﻴﺔ ﺍﻟﺘﻲ ﺍﻓﺘﺘﺤﺖ ﰲ ﳏﺎﻓﻈﺔ ﺍﳉﻴﺰﺓ)‪.(١‬‬

‫ﻭﰲ ﺇﻃﺎﺭ ﺍﻟﺴﻌﻲ ﺍﻻﺳﱰﺍﺗﻴﺠﻲ ﳊﻜﻮﻣﺔ ﺩﰊ ﻟﻠﺪﺧﻮﻝ ﰲ ﳎﺎﻝ‬
‫ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ‪ ،‬ﹸﺃﻧﺸﺌﺖ ﻣﺪﻳﻨﺔ ﺩﰊ ﻟﻺﻧﱰﻧﺖ‪ ،‬ﲠﺪﻑ ﺟﻌﻞ ﻧﺼﻴﺐ‬
‫ﺗﻠﻚ ﺍﻟﺼﻨﺎﻋﺎﺕ ﻣﺎ ﻳﻘﺎﺭﺏ ‪ %٢٥‬ﻣﻦ ﺍﻟﻨﺎﺗﺞ ﺍﳌﺤﲇ ﺍﻹﲨﲇ ﺑﺤﻠﻮﻝ ﻋﺎﻡ‬
‫‪ ،٢٠١٠‬ﻣﺴﺘﻔﻴﺪﺓ ﻣﻦ ﻣﻮﻗﻌﻬﺎ ﺍﻟﺬﻱ ﻳﺘﻮﺳﻂ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﻣﻦ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﴩﻳﻌﻴﺔ‬
‫ﻭﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺍﻟﺘﻲ ﺃﺭﺳﺘﻬﺎ‪ ،‬ﻭﻣﻦ ﺍﻟﺒﻴﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﻭﺍﻹﻧﺸﺎﺋﻴﺔ ﺍﳌﺘﻄﻮﺭﺓ ﺍﻟﺘﻲ‬

‫)‪ (١‬ﺍﻧﻈﺮ‪www.isesco.org.ma :‬‬

‫‪199‬‬
 ‫‪‬‬

‫ﺃﻗﺎﻣﺘﻬﺎ‪ ،‬ﻭﻣﻦ ﺍﻟﻄﻠﺐ ﺍﳌﺘﻨﺎﻣﻲ ﰲ ﺍﳌﻨﻄﻘﺔ ﻋﲇ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﺬﻱ ﺃﺻﺒﺢ ﺳﻮﻗﻬﺎ ﺍﻟﺴﻨﻮﻱ ﻳﺸﻜﻞ ﻗﺮﺍﺑﺔ ‪ ١٠‬ﻣﻠﻴﺎﺭ‬
‫ﺩﻭﻻﺭ ﰲ ﻣﻨﻄﻘﺔ ﺩﻭﻝ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﰊ ﻭﺣﺪﻫﺎ‪ ،‬ﻫﺬﺍ ﻓﻀ ﹰ‬
‫ﻼ ﻋﻦ ﲡﺮﺑﺔ ﺗﻮﻧﺲ‬
‫ﻭﺍﳌﻐﺮﺏ ﻭﺍﻟﺒﺤﺮﻳﻦ ﻭﻋﲈﻥ ﺍﻟﺘﻲ ﻗﻄﻌﺖ ﺷﻮﻃ ﹰﺎ ﻣﺘﻘﺪﻣ ﹰﺎ ﻋﲇ ﻫﺬﺍ ﺍﻟﺼﻌﻴﺪ‪.‬‬
‫ﻭﻟﻌﻞ ﺑﺪﺍﻳﺎﺕ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﺴﻮﺭﻳﺔ ﰲ ﺇﺣﺪﺍﺙ ﺍﳊﺎﺿﻨﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‬
‫ﺗﻌﻮﺩ ﻹﺣﺪﺍﺙ ﺍﳌﻌﻬﺪ ﺍﻟﻌﺎﱄ ﻟﻠﻌﻠﻮﻡ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﻋﺎﻡ‬
‫‪ ،١٩٨٣‬ﲠﺪﻑ ﺇﻋﺪﺍﺩ ﺃﻃﺮ ﻣﺆﻫﻠﺔ ﻟﻠﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻘﺎﲏ ﰲ ﲨﻴﻊ‬
‫ﻣﻴﺎﺩﻳﻦ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﺘﺴﻬﻢ ﺑﻔﻌﺎﻟﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﰲ ﺍﻟﻘﻄﺮ‪ ،‬ﻛﲈ ﺟﺎﺀ ﺗﺄﺳﻴﺲ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‬
‫ﻟﻠﻤﻌﻠﻮﻣﺎﺗﻴﺔ ﰲ ﻋﺎﻡ ‪ ،١٩٨٩‬ﻭﺫﻟﻚ ﺑﻤﺒﺎﺩﺭﺓ ﻣﻦ ﻋﺪﺩ ﻣﻦ ﺍﻷﻋﻀﺎﺀ‬
‫ﺍﳌﺆﺳﺴﲔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﳎﺎﻝ ﺗﻘﺎﻧﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺳﻮﺭﻳﺔ‪،‬‬
‫ﺑﺪﺍﻳﺔ ﺗﻮﺟﻪ ﺍﳌﺠﺘﻤﻊ ﺍﻷﻫﲇ ﻧﺤﻮ ﺗﺸﻜﻴﻞ ﻧﻮﺍﺓ ﺍﳊﺎﺿﻨﺎﺕ ﺍﻟﺘﻘﺎﻧﻴﺔ‪ .‬ﲥﺪﻑ‬
‫ﺍﳉﻤﻌﻴﺔ ﺇﱄ ﻧﴩ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﰲ ﺍﳌﺠﺘﻤﻊ ﺍﻟﺴﻮﺭﻱ‪ ،‬ﻛﲈ ﺗﺴﻌﻲ ﺇﱄ‬
‫ﺇﺩﺧﺎﻝ ﺗﻘﺎﻧﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﳐﺘﻠﻒ ﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﰲ‬
‫ﺳﻮﺭﻳﺔ‪ ،‬ﺳﻮﺭﻳﺎ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ‪،‬‬
‫ﻭﺻﻮﻻﹰ ﺇﱄ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺮﻗﻤﻲ‪ ،‬ﻭﻗﺪ ﺗﻜﻠﻠﺖ ﺟﻬﻮﺩ ﺍﳉﻤﻌﻴﺔ ﺑﺈﻗﺎﻣﺔ‬
‫ﺣﺎﺿﻨﺔ ﻟﺘﻘﺎﻧﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺍﳉﻤﻌﻴﺔ ﻭﺫﻟﻚ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ‬
‫ﺍﻟﻠﺠﻨﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﲈﻋﻴﺔ ﻟﺪﻭﻝ ﻏﺮﺏ ﺁﺳﻴﺎ ”‪ “ESCWA‬ﻭﻋﺪﺩ ﻣﻦ‬
‫ﺍﻟﻮﺯﺍﺭﺍﺕ ﻭﺍﳍﻴﺌﺎﺕ ﻭﺍﻻﲢﺎﺩﺍﺕ ﻭﺍﻟﴩﻛﺎﺕ ﺍﻟﺴﻮﺭﻳﺔ)‪.(١‬‬
‫)‪ (١‬ﳏﻤﺪ ﺃﻧﺲ ﺃﺑﻮ ﺍﻟﺸﺎﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ‪.٦٠٥-٦٠٠‬‬

‫‪200‬‬
‫‪‬‬

‫”‪ZÚÓi什a@ÊaÜ‹j€bi@ڜ仇€a@Öbñn”a@paäë˚fl@êbÓ‬‬
‫ﺇﻥ ﺍﻧﺪﻣﺎﺝ ﺍﻗﺘﺼﺎﺩ ﺑﻠﺪ ﻣﺎ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﳌﻲ ﻳﺘﻮﻗﻒ ﻋﲇ ﳎﻤﻮﻋﺔ‬
‫ﻣﻦ ﺍﻷﺳﺲ ﺍﻟﻮﺍﺟﺐ ﺗﻮﻓﺮﻫﺎ ﰲ ﻫﺬﺍ ﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﻭﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﺗﻌﺘﱪ‬
‫ﻣﺆﴍﺍﺕ ﻣﻦ ﺧﻼﳍﺎ ﻳﻤﻜﻦ ﺍﳊﻜﻢ ﻋﲇ ﻣﺪﻱ ﺟﺎﻫﺰﻳﺔ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﺪﺧﻮﻝ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺳﻮﻑ ﻧﻌﺮﺽ ﳍﺬﻩ ﺍﳌﺆﴍﺍﺕ ﰲ ﻋﺪﺩ ﻣﻦ‬
‫ﺍﳉﺪﻭﺍﻝ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ﻭﺫﻟﻚ ﻋﲇ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪RPQRHQI@Ú‰é€@ڜ仇€a@Öbñn”a@äë˚fl@‡ô@ÚÓi什a@fiÎÜ€a@kÓmäm‬‬

‫‪@Ô‡€b»€a@kÓmän€a‬‬ ‫‪@Ôi什a@kÓmän€a‬‬ ‫‪@Ú€ÎÜ€a‬‬

‫‪٤٢‬‬ ‫‪١‬‬ ‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‬
‫‪٤٣‬‬ ‫‪٢‬‬ ‫ﳑﻠﻜﺔ ﺍﻟﺒﺤﺮﻳﻦ‬
‫‪٤٧‬‬ ‫‪٣‬‬ ‫ﺳﻠﻄﻨﺔ ﻋﲈﻥ‬
‫‪٥٠‬‬ ‫‪٤‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬
‫‪٥٤‬‬ ‫‪٥‬‬ ‫ﺩﻭﻟﺔ ﻗﻄﺮ‬
‫‪٦٤‬‬ ‫‪٦‬‬ ‫ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳﺖ‬
‫‪٨٠‬‬ ‫‪٧‬‬ ‫ﺗﻮﻧﺲ‬
‫‪٨١‬‬ ‫‪٨‬‬ ‫ﻟﺒﻨﺎﻥ‬
‫‪٩٦‬‬ ‫‪٩‬‬ ‫ﺍﳉﺰﺍﺋﺮ‬
‫‪٩٧‬‬ ‫‪١٠‬‬ ‫ﻣﴫ‬
‫‪١٠٢‬‬ ‫‪١١‬‬ ‫ﺍﳌﻐﺮﺏ‬

‫)‪ (١‬ﺍﳌﺼﺪﺭ‪www.worldbank.org/kam :‬‬

‫‪201‬‬
 ‫‪‬‬

‫‪١١٢‬‬ ‫‪١٢‬‬ ‫ﺳﻮﺭﻳﺎ‬

‫‪١٢٢‬‬ ‫‪١٣‬‬ ‫ﺍﻟﻴﻤﻦ‬
‫‪١٣٨‬‬ ‫‪١٤‬‬ ‫ﺍﻟﺴﻮﺩﺍﻥ‬
‫‪١٣٩‬‬ ‫‪١٥‬‬ ‫ﺟﻴﺒﻮﰐ‬

‫ﻳﻼﺣﻆ ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻥ ﺃﻭﻝ ﺩﻭﻟﺔ ﻋﺮﺑﻴﺔ ﰲ ﺍﳌﺆﴍ ﲢﺘﻞ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺜﺎﻧﻴﺔ‬

‫ﻭﺍﻷﺭﺑﻌﲔ ﻋﺎﳌﻴ ﹰﺎ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﻌﻜﺲ ﻭﺿﻌﻴﺔ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ‪.‬‬
‫ﻭﺑﻤﻘﺎﺭﻧﺔ ﻫﺬﻩ ﺍﻟﻮﺿﻌﻴﺔ ﻟﻠﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺈﴎﺍﺋﻴﻞ ﻭﺗﺮﻛﻴﺎ‪ ،‬ﳘﺎ‬
‫ﺍﻟﺪﻭﻟﺘﲔ ﺍﻷﻗﺮﺏ ﺟﻐﺮﺍﻓﻴ ﹰﺎ ﻟﻠﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪bÓ◊ämÎ@›Óˆaäçg@…fl@Ú„âb‘‡€bi@ÚӜ仇€a@paäë˚‡€a@Ôœ@ÚÓi什a@fiÎÜ€a@ÚÓ»ôÎ‬‬

‫‪@äë˚fl‬‬ ‫‪@äë˚fl @äë˚fl‬‬ ‫‪@äë˚fl‬‬ ‫‪@äë˚fl‬‬ ‫‪@Ú€ÎÜ€a‬‬

‫‪@ÚÓéœb‰n€a‬‬ ‫‪@ÚÓ‡‰n€a @âbÿni¸a @…‡nvfl‬‬ ‫‪@Öbñn”a‬‬
‫‪@ÚÓ‡€b»€a‬‬ ‫‪@ÚÌäíj€a @Ô‡€b»€a @ڜ仇€a‬‬ ‫‪@ڜ仇€a‬‬
‫‪@RPQT@MRPQS‬‬ ‫‪@RPQR‬‬ ‫‪RPQS‬‬ ‫‪RPPU‬‬ ‫‪@RPQR‬‬
‫‪٢٧‬‬ ‫‪١٦‬‬ ‫‪١٤‬‬ ‫‪١٦‬‬ ‫‪٢٥‬‬ ‫ﺇﴎﺍﺋﻴﻞ‬
‫‪٤٤‬‬ ‫‪٩٠‬‬ ‫‪٦٨‬‬ ‫‪......‬‬ ‫‪٦٩‬‬ ‫ﺗﺮﻛﻴﺎ‬
‫‪) ١٣‬ﻗﻄﺮ(‬ ‫‪٣٦‬‬ ‫‪٤٢‬‬ ‫‪٣٦‬‬ ‫‪٤٢‬‬ ‫ﺍﻟﺪﻭﻟﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫)ﻗﻄﺮ(‬ ‫)ﺗﻮﻧﺲ( )ﺍﳌﻤﻠﻜﺔ‬ ‫)ﺍﻹﻣﺎﺭﺍﺕ‬ ‫ﺍﻷﻭﱄ ﰲ ﺍﳌﺆﴍ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﺴﻌﻮﺩﻳﺔ(‬ ‫ﺍﳌﺘﺤﺪﺓ(‬

‫‪202‬‬
‫‪‬‬

‫‪RPQTHQIMRPQS@Ú‰é€@ÚÓ‡€b»€a@ÚÓéœb‰n€a@äë˚fl@‡ô@ÚÓi什a@fiÎÜ€a@…”Ïfl‬‬

‫‪@ÚÓ‡€b»€a@Újmä€a‬‬
‫‪@Újmä€a‬‬ ‫‪@Újmä€a‬‬
‫‪@âbÿni¸a@›flaÏ«@Ôœ‬‬ ‫‪@Ú€ÎÜ€a‬‬
‫‪ÚÓ‡€b»€a‬‬ ‫‪@ÚÓi什a‬‬
‫‪@âÏĐn€aÎ‬‬
‫‪١٤‬‬ ‫‪١٣‬‬ ‫‪١‬‬ ‫ﺩﻭﻟﺔ ﻗﻄﺮ‬
‫‪٢٤‬‬ ‫‪١٩‬‬ ‫‪٢‬‬ ‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‬
‫‪٢٩‬‬ ‫‪٢٠‬‬ ‫‪٣‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬
‫‪٣٩‬‬ ‫‪٣٣‬‬ ‫‪٤‬‬ ‫ﺳﻠﻄﻨﺔ ﻋﲈﻥ‬
‫‪١٠١‬‬ ‫‪٣٦‬‬ ‫‪٥‬‬ ‫ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳﺖ‬
‫‪٥٩‬‬ ‫‪٤٣‬‬ ‫‪٦‬‬ ‫ﳑﻠﻜﺔ ﺍﻟﺒﺤﺮﻳﻦ‬
‫‪٥١‬‬ ‫‪٦٨‬‬ ‫‪٧‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﻷﺭﺩﻧﻴﺔ‬
‫‪١٠٠‬‬ ‫‪٧٧‬‬ ‫‪٨‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﻐﺮﺑﻴﺔ‬
‫‪٧٩‬‬ ‫‪٨٣‬‬ ‫‪٩‬‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺘﻮﻧﺴﻴﺔ‬
‫‪١٤٣‬‬ ‫‪١٠٠‬‬ ‫‪١٠‬‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ‬
‫‪٩٠‬‬ ‫‪١٠٣‬‬ ‫‪١١‬‬ ‫ﺩﻭﻟﺔ ﻟﺒﻨﺎﻥ‬
‫‪١٤١‬‬ ‫‪١٠٨‬‬ ‫‪١٢‬‬ ‫ﻟﻴﺒﻴﺎ‬
‫‪١٠٤‬‬ ‫‪١١٨‬‬ ‫‪١٣‬‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳌﴫﻳﺔ‬
‫‪١٣٩‬‬ ‫‪١٤٥‬‬ ‫‪١٤‬‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﺗﻌﺎﲏ ﻣﻌﻈﻢ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺗﺄﺧﺮ ﺗﺮﺗﻴﺒﻬﺎ ﺿﻤﻦ ﻣﻜﻮﻧﺎﺕ ﻋﻮﺍﻣﻞ‬

‫ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﻄﻮﺭ‪ ،‬ﻓﺎﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﺘﺔ ﺍﻷﺣﺴﻦ ﺗﺮﺗﻴﺒ ﹰﺎ ﺿﻤﻦ ﺍﳌﺆﴍ‬

‫‪(1) World economic Forum, The global Compeveness 20132014-.‬‬

‫‪203‬‬
 ‫‪‬‬

‫ﺍﻟﻌﺎﻡ ﻟﻠﺘﻨﺎﻓﺴﻴﺔ ﲢﺘﻞ ﻣﻮﻗﻌ ﹰﺎ ﺃﻛﺜﺮ ﺗﺄﺧﺮ ﹰﺍ ﺿﻤﻦ ﺍﳌﺆﴍ ﺍﻟﻔﺮﻋﻲ ﻟﻌﻮﺍﻣﻞ‬
‫ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﻄﻮﺭ‪ .‬ﻭﻳﺪﻋﻢ ﺫﻟﻚ ﺗﺄﺧﺮ ﻣﻮﻗﻊ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻤﻮﻣ ﹰﺎ ﺿﻤﻦ‬
‫ﻣﺆﴍ ﺍﻻﺑﺘﻜﺎﺭ ﺍﻟﻌﺎﳌﻲ ‪.٢٠١٣ GII‬‬
‫‪HQI‬‬
‫‪GIIRPQS@Ô‡€b»€a@âbÿni¸a@äë˚fl@‡ô@ÚÓi什a@fiÎÜ€a@kÓmäm‬‬

‫‪@Ô‡€b»€a@kÓmän€a‬‬ ‫‪@Ôi什a@kÓmän€a‬‬ ‫‪@Ú€ÎÜ€a‬‬

‫‪٤٢‬‬ ‫‪١‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬
‫‪٤٣‬‬ ‫‪٢‬‬ ‫ﺩﻭﻟﺔ ﻗﻄﺮ‬
‫‪٥٦‬‬ ‫‪٣‬‬ ‫ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳﺖ‬
‫‪٦١‬‬ ‫‪٤‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﻷﺭﺩﻧﻴﺔ‬
‫‪٦٧‬‬ ‫‪٥‬‬ ‫ﳑﻠﻜﺔ ﺍﻟﺒﺤﺮﻳﻦ‬
‫‪٧٠‬‬ ‫‪٦‬‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺘﻮﻧﺴﻴﺔ‬
‫‪٧٥‬‬ ‫‪٧‬‬ ‫ﺩﻭﻟﺔ ﻟﺒﻨﺎﻥ‬
‫‪٨٠‬‬ ‫‪٨‬‬ ‫ﺳﻠﻄﻨﺔ ﻋﲈﻥ‬
‫‪٩٢‬‬ ‫‪٩‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﻐﺮﺑﻴﺔ‬
‫‪١٠٨‬‬ ‫‪١٠‬‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳌﴫﻳﺔ‬
‫‪١٣٤‬‬ ‫‪١١‬‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺴﻮﺭﻳﺔ‬
‫‪١٣٨‬‬ ‫‪١٢‬‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ‬
‫‪١٤١‬‬ ‫‪١٣‬‬ ‫ﺩﻭﻟﺔ ﺍﻟﺴﻮﺩﺍﻥ‬
‫‪١٤٢‬‬ ‫‪١٤‬‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫‪(1) Johnson Cornell University, INSEAD, WIPO, The global innova!on index‬‬
‫‪20132014-, Geneva: Soumitra Du"a and Bruno Lanvin editors 2013.‬‬

‫‪204‬‬
‫‪‬‬

‫ﺇﻥ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺗﻌﻜﺲ ﺍﻟﻮﺍﻗﻊ ﺍﳊﻘﻴﻘﻲ ﻟﻠﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬

‫ﻭﺍﺣﺘﻼﳍﺎ ﳌﻜﺎﻧﺔ ﻣﺘﺄﺧﺮﺓ ﺿﻤﻦ ﻣﺆﴍﺍﺕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻫﺬﺍ ﺭﺍﺟﻊ‬
‫ﳌﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺗﺘﻤﺜﻞ ﻓﻴﲈ ﻳﲇ‪:‬‬
‫‪ -‬ﺍﻹﻛﺘﻔﺎﺀ ﺑﺎﺳﺘﲑﺍﺩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺩﻭﻥ ﺗﻮﻃﻴﻨﻬﺎ ﻭﺍﺳﺘﻴﻌﺎﲠﺎ ﻭﺗﻮﻟﻴﺪﻫﺎ‪،‬‬
‫ﻓﺘﻮﻃﲔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻧﻘﺼﺪ ﲠﺎ ﲤﻜﻦ ﺍﳌﺨﺘﺼﲔ ﺍﳌﺤﻠﻴﲔ ﻣﻦ ﻓﻬﻢ ﻋﻤﻠﻴﺔ‬
‫ﺍﻹﻧﺘﺎﺝ ﻣﻊ ﺍﳌﻘﺪﺭﺓ ﻋﲇ ﺗﻄﻮﻳﺮﻫﺎ ﻭﲢﺴﻴﻨﻬﺎ‪ ،‬ﺑﺤﻴﺚ ﻳﺘﻤﻜﻦ ﺍﳌﺼﻨﻊ ﻣﻦ‬
‫ﺍﻟﺘﺼﺪﻱ ﻟﻠﻤﻨﺎﻓﺴﺔ‪ ،‬ﺃﻣﺎ ﺗﻮﻟﻴﺪ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻬﻲ ﺇﳚﺎﺩ ﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ‬
‫ﺟﺪﻳﺪﺓ ﻣﺒﺘﻜﺮﺓ ﳏﻠﻴ ﹰﺎ ﻳﻤﻜﻦ ﺑﻮﺍﺳﺘﻄﺘﻬﺎ ﺗﺼﻨﻴﻊ ﻣﻨﺘﺠﺎﺕ ﺟﺪﻳﺪﺓ ﻣﻨﺎﻓﺴﺔ‬
‫ﻟﻠﻤﻨﺘﺠﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ‪.‬‬
‫‪ -‬ﻣﺎﺯﺍﻟﺖ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻌﺎﲏ ﻣﻦ ﻧﺴﺒﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻷﻣﻴﺔ‪ ،‬ﻫﺬﻩ‬
‫ﺍﳌﺸﻜﻠﺔ ﺗﻘﻒ ﻋﺎﺋﻘ ﹰﺎ ﺃﻣﺎﻡ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﻟﺘﻘﺪﻡ‪.‬‬
‫‪ -‬ﺿﻌﻒ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﻋﺪﻡ ﺗﺸﺠﻴﻊ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪.‬‬
‫‪ -‬ﻣﺎﺯﻟﺖ ﻗﻀﺎﻳﺎ ﺍﻟﻔﻘﺮ ﻭﺍﻷﻣﺮﺍﺽ ﺍﳌﻌﺪﻳﺔ ﻭﺍﻟﻈﺮﻭﻑ ﺍﳌﻌﻴﺸﻴﺔ‬
‫ﺍﻟﺼﻌﺒﺔ ﺗﺴﻮﺩ ﺃﻏﻠﺐ ﺑﺮﺍﻣﺞ ﺍﳊﻜﻮﻣﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺑﺎﻟﺘﺎﱄ ﺗﺒﻘﻲ ﻣﺴﺎﺋﻞ‬
‫ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺍﳌﺤﺎﻓﻈﺔ ﻋﻠﻴﻪ ﻭﻗﻴﺎﻡ ﺑﻨﻴﺔ ﲢﺘﻴﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ‬
‫ﻣﻦ ﺍﳌﺴﺎﺋﻞ ﺍﻟﺜﺎﻧﻮﻳﺔ)‪.(١‬‬

‫)‪ (١‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٧٣-٧٢‬‬

‫‪205‬‬
 ‫‪‬‬

‫‪Zڜ仇€a@Öbñn”¸@ÚÓi什a@ÊaÜ‹j€a@fib‘n„a@pb”Ï»flÎ@pbÌÜzm‬‬
‫ﺃﺩﺭﻛﺖ ﺩﻭﻝ ﻋﺪﺓ ﺃﻥ ﲣﻠﻔﻬﺎ ﻋﻦ ﺍﻟﻠﺤﺎﻕ ﺑﻌﴫ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‬
‫ﻳﻌﻨﻲ ﺃﳖﺎ ﺳﺘﻨﻀﻢ ﺇﱄ ﻧﺎﺩﻱ ﺍﻟﺪﻭﻝ ﺍﻟﻔﻘﲑﺓ ﻭﺍﳌﺘﺨﻠﻔﺔ‪ ،‬ﻭﻛﲈ ﺣﺪﺙ ﰲ‬
‫ﻋﴫ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﺳﻴﺤﺪﺙ ﰲ ﻋﴫ ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﻭﻟﻴﺲ‬
‫ﺫﻟﻚ ﻓﻘﻂ ﺑﻞ ﺳﺘﻜﻮﻥ ﻣﻨﻌﺰﻟﺔ ﻋﺎﳌﻴ ﹰﺎ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺬﺍ ﺍﻹﺩﺭﺍﻙ ﺍﺻﻄﺪﻡ‬
‫ﺑﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﻮﻗﺎﺕ ﺃﳘﻬﺎ ﺷﺢ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻟﻸﻓﺮﺍﺩ ﻭﺍﻷﴎ‬
‫ﻭﺍﳌﻨﻈﲈﺕ ﻭﺍﻟﺘﻀﻴﻴﻖ ﻋﲇ ﺃﻧﺸﻄﺘﻬﺎ‪ ،‬ﻭﻛﺎﻥ ﻣﻦ ﻧﺘﺎﺋﺞ ﺫﻟﻚ ﻗﺼﻮﺭ ﻓﻌﺎﻟﻴﺔ‬
‫ﻫﺬﻩ ﺍﳌﺠﺎﻻﺕ ﰲ ﲥﻴﺌﺔ ﺍﳌﻨﺎﺥ ﺍﳌﻌﺮﰲ ﻭﺍﳌﺠﺘﻤﻌﻲ ﺍﻟﻼﺯﻣﲔ ﻹﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﻳﻤﻜﻦ ﺣﴫ ﲢﺪﻳﺎﺕ ﺍﻻﻧﺘﻘﺎﻝ ﺇﱄ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﻓﻴﲈ ﻳﲇ)‪:(١‬‬
‫ﺃ‪ .‬ﺍﻟﺘﺤﺪﻱ ﺍﻟﺴﻴﺎﳼ‪ :‬ﻣﻦ ﺃﺟﻞ ﺗﻮﺿﻴﺢ ﺍﻟﺮﺅﻳﺔ ﻟﻠﺘﺤﺪﻳﺎﺕ ﺍﻟﺴﻴﺎﺳﻴﺔ‬
‫ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﺗﻮﺍﺟﻬﻬﺎ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻳﻤﻜﻦ ﻭﺿﻊ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﻷﺳﺌﻠﺔ ﺗﺘﻤﺜﻞ ﻓﻴﲈ ﻳﲇ‪:‬‬
‫ﻫﻞ ﻳﻤﻜﻦ ﻟﻮﺍﺿﻌﻲ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﺩﺭﺍﻙ ﻣﻐﺰﻱ ﺍﻟﺘﻐﲑ ﺍﳌﻌﻠﻮﻣﺎﰐ‬
‫ﻭﺗﻔﺎﻋﻼﺗﻪ ﻣﻊ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻷﺧﺮﻱ؟ ﻭﻫﻞ ﺗﺴﺘﻄﻴﻊ ﺍﳊﻜﻮﻣﺎﺕ ﻭﺍﻟﺸﻌﻮﺏ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﱂ ﺍﻟﺘﺸﺘﺖ ﺍﻟﻌﺮﰊ ﻭﺣﺸﺪ ﻣﻮﺍﺭﺩﻧﺎ ﺍﻟﻌﺮﺑﻴﺔ ﳌﻮﺍﺟﻬﺔ ﺍﻟﺘﻜﺘﻼﺕ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ؟‪ ،‬ﻭﻫﻞ ﻳﻤﻜﻦ ﺃﻥ ﺗﺘﺠﺎﻭﺏ ﺃﻧﻈﻤﺔ ﺍﳊﻜﻢ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻣﻊ ﻣﻄﺎﻟﺐ ﻋﴫ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﲢﻘﻴﻖ ﳑﺎﺭﺳﺔ ﺃﻭﺳﻊ ﻭﺃﻓﻀﻞ‬
‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٨٧-٨٢‬‬

‫‪206‬‬
‫‪‬‬

‫ﻟﻠﺪﻳﻤﻘﺮﺍﻃﻴﺔ ﻭﺍﳌﺸﺎﺭﻛﺔ ﺍﻟﺸﻌﺒﻴﺔ؟ ﻫﻞ ﻧﻘﺒﻞ ﻣﻨﺎﺯﻟﺔ ﺇﴎﺍﺋﻴﻞ ﻣﻌﻠﻮﻣﺎﺗﻴ ﹰﺎ‬

‫ﺑﻜﻞ ﻣﺎ ﻳﺘﻮﺍﻓﺮ ﻟﺪﳞﺎ ﻣﻦ ﻗﺪﺭﺍﺕ ﺫﺍﺗﻴﺔ ﻭﺩﻋﻢ ﺧﺎﺭﺟﻲ ﰲ ﺇﻃﺎﺭ ﺧﻄﺔ ﻋﺮﺑﻴﺔ‬
‫ﻟﻠﻤﻮﺍﺟﻬﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﻌﺴﻜﺮﻳﺔ؟‪.‬‬
‫ﺏ‪ .‬ﻧﴩ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ‪ :‬ﻟﻜﻲ ﻳﺘﺨﺬ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﰲ‬
‫ﺍﻟﺒﻠﺪ ﻭﻃﻨ ﹰﺎ ﺃﺻﻴ ﹰ‬
‫ﻼ ﺃﻭ ﺩﺍﺋ ﹰﲈ ﻻﺑﺪ ﻣﻦ ﺍﻟﺘﺨﻠﺺ ﻣﻦ ﺑﻌﺾ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ‬
‫ﺃﻋﺎﻗﺖ ﺗﻮﻃﲔ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﺘﻤﺜﻠﺔ ﰲ‪:‬‬
‫* ﺍﻹﻛﺘﻔﺎﺀ ﺑﺈﺳﺘﲑﺍﺩ ﻣﻨﺘﺠﺎﺕ ﺍﻟﻌﻠﻢ ﻋﲇ ﺻﻮﺭﺓ ﺳﻠﻊ ﻭﺧﺪﻣﺎﺕ‪.‬‬
‫* ﻋﺪﻡ ﺟﺪﻭﻱ ﺍﻟﺒﺤﺚ ﰲ ﺍﻟﻌﻠﻮﻡ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻭ ﻋﺪﻡ ﻗﺪﺭﺓ‬
‫ﻫﺬﻩ ﺍﻟﺒﻼﺩ ﻋﲇ ﺇﻧﺠﺎﺯ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻪ‪.‬‬
‫* ﺷﺢ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻟﻸﻓﺮﺍﺩ ﻭﺍﻷﴎ ﻭﺍﳌﻨﻈﲈﺕ ﻭﺍﻟﺘﻀﻴﻴﻖ‬
‫ﻋﲇ ﺃﻧﺸﻄﺘﻬﺎ‪.‬‬
‫* ﺗﺪﲏ ﻣﺴﺘﻮﻱ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﻟﺒﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻓﺒﺎﻟﺮﻏﻢ ﻣﻦ ﺍﻹﻧﺠﺎﺯﺍﺕ‬
‫ﺍﳌﺤﻘﻘﺔ ﻋﲇ ﺍﳌﺴﺘﻮﻱ ﺍﻟﻜﻤﻲ ﺇﻻ ﺃﻥ ﺍﻟﻮﺿﻊ ﺍﻟﻌﺎﻡ ﻟﻠﺘﻌﻠﻴﻢ ﻣﺎﺯﺍﻝ ﻣﺘﺪﻧﻴ ﹰﺎ‬
‫ﻣﻘﺎﺭﻧﺔ ﺑﺈﻧﺠﺎﺯﺍﺕ ﺍﻟﺪﻭﻝ ﺍﻷﺧﺮﻱ ﺑﺴﺒﺐ ﺍﺭﺗﻔﺎﻉ ﻣﻌﺪﻻﺕ ﺍﻷﻣﻴﺔ‪ ،‬ﻛﲈ‬
‫ﺃﻥ ﺃﺧﻄﺮ ﻣﺸﻜﻼﺕ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﻟﺒﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ ﺗﺘﻤﺜﻞ ﰲ ﻋﺪﻡ ﻣﻮﺍﻛﺒﺘﻪ‬
‫ﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﻌﴫ ﻭﺍﺣﺘﻴﺎﺟﺎﺕ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﳑﺎ ﺃﺩﻱ ﺇﱄ ﺿﻌﻒ ﺍﻟﻘﺪﺭﺍﺕ‬
‫ﺍﻹﺑﺘﻜﺎﺭﻳﺔ ﻭﺍﻹﺑﺪﺍﻋﻴﺔ‪.‬‬
‫* ﺗﺪﲏ ﻣﺴﺘﻮﻱ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻘﺎﲏ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺿﻌﻒ‬

‫‪207‬‬
 ‫‪‬‬

‫ﺃﺩﺍﺋﻪ ﰲ ﳎﺎﻝ ﺍﻟﺮﺑﻂ ﺑﲔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻭﳏﺎﻭﻟﺔ ﺗﻄﺒﻴﻘﻬﺎ ﰲ‬

‫ﺍﳌﺠﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻹﺑﺘﻜﺎﺭﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﺳﺒﺐ ﺿﻌﻒ ﺍﻹﻧﻔﺎﻕ ﻋﲇ ﺍﻟﺒﺤﺚ‬
‫ﻭﺍﻟﺘﻄﻮﻳﺮ ﻭﻗﻠﺔ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﻟﻴﺔ ﺍﻵﺯﻣﺔ ﻟﺮﻓﻊ ﻣﺴﺘﻮﻱ ﺍﻹﻧﺘﺎﺝ ﺍﳌﻌﺮﰲ ﻭﻋﺪﻡ‬
‫ﺗﻮﺍﻓﺮ ﺍﻟﺮﻋﺎﻳﺔ ﺍﳌﺎﺩﻳﺔ ﻟﻠﺒﺎﺣﺜﲔ ﻟﺘﺤﻔﻴﺰﻫﻢ ﻋﲇ ﻋﺪﻡ ﺍﳍﺠﺮﺓ‪.‬‬
‫* ﺿﻌﻒ ﺍﻟﺒﻨﻲ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻹﻛﺘﺴﺎﺏ ﺍﳌﻌﺮﻓﺔ ﺍﻷﺯﻣﺔ ﻟﻨﻘﻞ ﺍﻟﺘﻘﺎﻧﺔ‬
‫ﻭﺗﻮﻇﻴﻔﻬﺎ ﻭﺍﻹﻋﺘﲈﺩ ﻋﲇ ﺍﺳﺘﲑﺍﺩﻫﺎ ﻭﺍﻹﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻟﻔﱰﺓ ﻣﻦ ﺍﻟﻮﻗﺖ‪،‬‬
‫ﺩﻭﻥ ﺍﻻﻫﺘﲈﻡ ﺑﺘﻮﻇﻴﻒ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﰲ ﺇﻧﺘﺎﺝ ﺍﻟﺘﻘﺎﻧﺔ ﻧﻔﺴﻬﺎ ﻭﺗﻮﻇﻴﻔﻬﺎ‬
‫ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺩﺧﻮﻝ ﺳﻮﻕ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺑﻘﻮﺓ‪.‬‬
‫ﻭﺍﻟﺴﺆﺍﻝ ﺍﳌﻄﺮﻭﺡ ﻫﻞ ﻳﻤﻜﻦ ﺃﻥ ﻧﺸﻌﻞ ﻓﺘﻴﻞ ﺍﻟﺜﻮﺭﺓ ﰲ ﻧﻈﻢ ﺗﻌﻠﻴﻤﻨﺎ‬
‫ﺍﳌﺘﻬﺎﻟﻜﺔ ﺑﺤﻴﺚ ﺗﺼﺒﺢ ﻣﺪﺭﺍﺳﻨﺎ ﻭﺟﺎﻣﻌﺎﺗﻨﺎ ﻗﺎﺩﺭﺓ ﻋﲇ ﺧﻠﻖ ﺍﻹﻧﺴﺎﻥ‬
‫ﺍﳌﺒﺪﻉ ﺍﻟﻘﺎﺩﺭ ﻋﲇ ﺍﻹﺳﻬﺎﻡ ﺍﻟﻔﻌﺎﻝ ﰲ ﻋﺎﱂ ﻣﻐﺎﻳﺮ ﺑﺸﺪﺓ؟ ﻫﻞ ﻳﻤﻜﻦ ﺗﻘﻠﻴﺺ‬
‫ﺍﳍﻮﺓ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﻣﺎ ﳚﺮﻱ ﺩﺍﺧﻞ ﻣﺪﺍﺭﺳﻨﺎ ﻭﻣﻌﺎﻫﺪﻧﺎ ﻭﺟﺎﻣﻌﺎﺗﻨﺎ ﻭﺍﻟﻮﺍﻗﻊ‬
‫ﺍﳌﻌﺎﺵ ﺧﺎﺭﺟﻬﺎ؟ ﻭﻫﻞ ﻳﻤﻜﻦ ﺃﻥ ﻧﺠﻌﻞ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻭﻧﻈﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﺳﻴﻠﺔ ﻟﺘﻘﺪﻳﻢ ﺧﺪﻣﺎﺕ ﺗﻌﻠﻴﻤﻴﺔ ﺃﻓﻀﻞ ﻟﻠﻤﻨﺎﻃﻖ‬
‫ﺍﻟﻨﺎﺋﻴﺔ ﻭﺍﻟﻔﺌﺎﺕ ﺍﳌﺴﺘﻀﻌﻔﺔ‪ ،‬ﺑﺪﻻﹰ ﻣﻦ ﺃﻥ ﻳﻜﻮﻥ ﻋﺎﻣ ﹰ‬
‫ﻼ ﻣﺴﺎﻋﺪ ﹰﺍ ﳌﺰﻳﺪ ﻣﻦ‬
‫ﺍﻟﻄﺒﻘﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﻲ ﺗﻔﺸﺖ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ؟ ﺧﺎﺻﺔ‬
‫ﺇﺫﺍ ﻋﻠﻤﻨﺎ ﺃﻥ ﻋﺪﺩ ﺍﻟﻌﻠﲈﺀ ﻭﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻻ ﻳﺰﻳﺪ‬
‫ﻋﻦ ‪ ٣٧١‬ﻟﻜﻞ ﻣﻠﻴﻮﻥ ﻣﻦ ﺍﻟﺴﻜﺎﻥ‪ ،‬ﺑﻴﻨﲈ ﺍﳌﻌﺪﻝ ﺍﻟﻌﺎﳌﻲ ‪ ٩٧٩‬ﻟﻜﻞ ﻣﻠﻴﻮﻥ‬
‫ﻣﻦ ﺍﻟﺴﻜﺎﻥ‪ ،‬ﺑﺴﺒﺐ ﺗﺪﲏ ﻧﺴﺒﺔ ﺍﻹﻧﻔﺎﻕ ﻋﲇ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﻧﻘﺺ‬

‫‪208‬‬
‫‪‬‬

‫ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱄ ﻧﻘﺺ ﺍﻟﻔﻨﻴﲔ ﺍﳌﺘﺨﺼﺼﲔ‬

‫ﰲ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻭﺇﱄ ﻏﻴﺎﺏ ﺳﻴﺎﺳﺎﺕ ﻭﺍﺿﺤﺔ ﻟﻠﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺃﻥ‬
‫ﻳﻘﺪﺭ ﺃﻋﺪﺍﺩ ﺍﻟﻜﺘﺐ ﺍﳌﻨﺘﺠﺔ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ‪ %١٫١‬ﻣﻦ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻌﺎﳌﻲ‪،‬‬
‫ﻭﻋﺪﺩ ﺍﻟﻨﺴﺦ ﺍﳌﻨﺘﺠﺔ ﻣﻦ ﺍﻟﻜﺘﺐ ﻳﱰﺍﻭﺡ ﺑﲔ ‪ ١٠٠٠‬ﻭ‪ ٣٠٠٠‬ﻧﺴﺨﺔ‪،‬‬
‫ﻭﻣﺎﺯﺍﻟﺖ ﻣﻌﺪﻻﺕ ﺍﻷﻣﻴﺔ ﻣﺮﺗﻔﻌﺔ ﰲ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ )ﺍﳌﺘﻮﺳﻂ‬
‫ﺍﻟﻌﺎﻡ ﻣﺎﺑﲔ ‪ ٧‬ﻭ ‪.(١)(%٣٨‬‬
‫ﺝ‪ .‬ﺍﻟﻔﺠﻮﺓ ﺍﻟﺮﻗﻤﻴﺔ ﻭﺍﳌﻌﺮﻓﻴﺔ‪ :‬ﺗﺰﺩﺍﺩ ﺃﳘﻴﺔ ﺇﻧﺘﺎﺟﻴﺔ ﺍﳌﻌﺮﻓﺔ ﻛﻌﺎﻣﻞ‬
‫ﺣﺎﺳﻢ ﰲ ﲢﺪﻳﺪ ﺍﻟﻘﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻷﻱ ﺑﻠﺪ ﺃﻭ ﻣﻨﻈﻤﺔ‪ ،‬ﻓﺎﳌﻴﺰﺓ ﺍﻟﻮﺣﻴﺪﺓ‬
‫ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﲢﻘﻴﻘﻬﺎ ﻫﻲ ﺍﻟﻜﻢ ﺍﳌﻌﺮﰲ ﺍﻟﺬﻱ ﻳﻤﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ ﻣﻦ‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﳌﺘﺎﺣﺔ ﺑﻔﻀﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻹﻧﱰﻧﺖ ﻣﻦ ﺃﺟﻞ ﺍﻟﻘﺪﺭﺓ‬
‫ﻋﲇ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ﲠﺪﻑ ﺟﻌﻠﻬﺎ ﻣﻨﺘﺠﺔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﳞﺪﺩ ﺍﻟﺪﻭﻝ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺇﻗﺼﺎﺀﻫﺎ ﻣﻦ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﳌﻲ‪ ،‬ﻭﺑﺬﻟﻚ‬
‫ﺗﺰﺩﺍﺩ ﺍﻟﻔﺠﻮﺓ ﺍﺗﺴﺎﻋ ﹰﺎ ﻧﻈﺮ ﹰﺍ ﻟﻌﺪﻡ ﺗﻮﻓﺮ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‬
‫ﻭﺍﻻﺳﺘﺜﲈﺭﺍﺕ ﺍﻟﻀﺨﻤﺔ ﺍﳋﺎﺻﺔ ﺑﺈﻧﺸﺎﺀ ﻭﺗﻄﻮﻳﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱄ ﻏﻴﺎﺏ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﻹﻋﺪﺍﺩ ﺍﳌﻮﺍﺭﺩ ﺍﻟﻔﻜﺮﻳﺔ‬
‫ﺫﺍﺕ ﺍﻟﻄﺎﺑﻊ ﺍﻹﺑﺪﺍﻋﻲ ﻭﺍﻻﺑﺘﻜﺎﺭﻱ‪ ،‬ﻭ ﻋﺪﻡ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻭﺳﻊ‬
‫ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﺣﻴﺚ ﻧﺴﺐ ﺍﳌﺸﱰﻛﲔ ﰲ ﺷﺒﻜﺔ‬

‫)‪ (١‬ﳏﻤﺪ ﻓﺘﺤﻲ ﻋﺒﺪ ﺍﳍﺎﺩﻱ‪ ،‬ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳌﴫﻳﺔ‬
‫ﺍﻟﻠﺒﻨﺎﻧﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻁ‪ ،٢٠٠٧ ،١‬ﺹ ‪.١٣٢‬‬

‫‪209‬‬
 ‫‪‬‬

‫ﺍﻹﻧﱰﻧﺖ ﻭﻋﺪﺩ ﻣﺴﺘﺨﺪﻣﻴﻬﺎ ﻭﺣﺠﻢ ﺍﻹﻧﻔﺎﻕ ﻋﲇ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻣﺎﻟﻜﲔ‬

‫ﺃﺟﻬﺰﺓ ﺍﳍﺎﺗﻒ ﺍﻟﻨﻘﺎﻝ ﻭﻣﺎﻟﻜﲔ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﺍﻟﺸﺨﺼﻴﺔ ﻫﻲ ﺿﺌﻴﻠﺔ‬
‫ﺟﺪ ﹰﺍ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﺃﻭ ﺑﺎﻟﺪﻭﻝ ﺍﻟﺴﺎﺭﻳﺔ ﻧﺤﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﻓﻮﻓﻘ ﹰﺎ ﻹﺣﺼﺎﺋﻴﺎﺕ ‪ ٢٠١٢‬ﻓﺈﻥ ﻋﺪﺩ ﺍﳌﺸﱰﻛﲔ ﰲ ﺍﳍﺎﺗﻒ ﺍﻟﺜﺎﺑﺖ‬
‫ﻭﺻﻞ ﺇﱄ ‪ ٣٥‬ﻣﻠﻴﻮﻥ ﻣﺸﱰﻙ‪ ،‬ﺑﻤﺘﻮﺳﻂ ‪ ٩٫٧‬ﻟﻜﻞ ‪ ١٠٠‬ﺷﺨﺺ ﺑﻴﻨﲈ‬
‫ﺍﳌﺘﻮﺳﻂ ﺍﻟﻌﺎﳌﻲ ﻓﻬﻮ ‪ ١٦٫٦‬ﻟﻜﻞ ‪ ١٠٠‬ﺷﺨﺺ‪ ،‬ﻭﻋﺪﺩ ﻣﺸﱰﻛﻲ‬
‫ﺍﳍﺎﺗﻒ ﺍﳌﺤﻤﻮﻝ ﻭﺻﻞ ﺇﱄ ‪ ٣٨٤‬ﻣﻠﻴﻮﻥ‪ ،‬ﺑﻤﺘﻮﺳﻂ ‪ ٩٦٫٧‬ﻟﻜﻞ ﻣﺸﱰﻙ‪،‬‬
‫ﺃﻣﺎ ﺍﳌﺘﻮﺳﻂ ﺍﻟﻌﺎﳌﻲ ﻓﻬﻮ ‪ ٨٦٫٧‬ﻟﻜﻞ ‪ ١٠٠‬ﺷﺨﺺ‪ ،‬ﰲ ﺣﲔ ﺇﲨﺎﱄ‬
‫ﺍﳊﺎﺳﺒﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺻﻞ ﺇﱄ ‪ ١٠٨‬ﻣﻠﻴﻮﻥ ﺑﻤﺘﻮﺳﻂ ‪ ٣٠٫٧‬ﻟﻜﻞ‬
‫‪ ١٠٠‬ﺷﺨﺺ ﺃﻣﺎ ﺍﳌﺘﻮﺳﻂ ﺍﻟﻌﺎﳌﻲ ﻓﻬﻮ ‪ ٤٠‬ﻟﻜﻞ ‪ ١٠٠‬ﺷﺨﺺ‪ .‬ﰲ‬
‫ﺣﲔ ﺑﻠﻎ ﻋﺪﺩ ﺍﳌﺴﺘﺨﺪﻣﲔ ﰲ ﺷﺒﻜﺔ ﺍﻹﻧﱰﻧﺖ ‪ ١٠٤‬ﻣﻠﻴﻮﻥ‪ ،‬ﺑﻤﺘﻮﺳﻂ‬
‫‪ ٢٩٫١٠‬ﻟﻜﻞ ‪ ١٠٠‬ﺷﺨﺺ ﺃﻣﺎ ﺍﳌﺘﻮﺳﻂ ﺍﻟﻌﺎﳌﻲ ﻓﻬﻮ ‪ ٤١٫٢٥‬ﻟﻜﻞ‬
‫‪ ١٠٠‬ﺷﺨﺺ‪.‬‬
‫ﻭﻣﻦ ﻫﻨﺎ ﺗﻈﻬﺮ ﻟﻨﺎ ﺍﻟﻔﺠﻮﺓ ﺍﻟﺮﻗﻤﻴﺔ ﺑﲔ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻭﺍﳌﺘﻮﺳﻂ ﺍﻟﻌﺎﳌﻲ‬
‫ﰲ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ)‪.(١‬‬
‫ﺩ‪ .‬ﲪﺎﻳﺔ ﺣﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‪ :‬ﺍﻹﺑﺪﺍﻉ ﺍﻟﻔﻜﺮﻱ ﻟﻪ ﻃﺎﺑﻊ ﺣﻀﺎﺭﻱ‬

‫)‪ (١‬ﺭﺍﺟﻊ ﰲ ﺫﻟﻚ‪ :‬ﲪﺰﺓ ﺑﻌﲇ‪ ،‬ﺻﺎﻟﺢ ﳏﺮﺯ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪ /.١٢-٩‬ﺍﳌﻨﻈﻤﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻀﲈﻥ ﺍﻻﺳﺘﺜﲈﺭ‪ ،‬ﺍﻟﻔﺠﻮﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﺳﻠﺴﻠﺔ ﺍﳋﻼﺻﺎﺕ ﺍﳌﺮﻛﺰﺓ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪،‬‬
‫‪ ،٢٠٠٦‬ﺹ‪.٦‬‬

‫‪210‬‬
‫‪‬‬

‫ﻣﺘﻤﻴﺰ‪ ،‬ﻭﻣﻦ ﻫﻨﺎ ﺗﻮﻟﺪ ﺍﳊﺮﺹ ﻋﲇ ﴐﻭﺭﺓ ﲪﺎﻳﺘﻪ ﻭﺗﺸﺠﻴﻌﻪ‪ ،‬ﻭﻟﺬﻟﻚ‬

‫ﻗﺎﻣﺖ ﺍﻟﺪﻭﻝ ﺑﺈﻋﺪﺍﺩ ﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﻼﺯﻣﺔ ﳊﲈﻳﺔ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‪ ،‬ﻭﺍﻧﺨﺮﻃﺖ‬
‫ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻻﺗﻔﺎﻗﻴﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﺘﻲ ﺗﻮﻓﺮ ﺍﳊﲈﻳﺔ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﻭﺍﻟﻘﻀﺎﺋﻴﺔ‬
‫ﳍﺎ‪ ،‬ﻛﲈ ﺃﺳﺴﺖ ﻣﻦ ﺃﺟﻞ ﺫﻟﻚ ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﳊﲈﻳﺔ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﺍﻟﺘﻲ‬
‫ﺗﻘﻮﻡ ﺑﺪﻭﺭ ﺭﻳﺎﺩﻱ ﰲ ﻫﺬﺍ ﺍﳌﺠﺎﻝ‪.‬‬
‫ﻟﻘﺪ ﺃﺩﻱ ﺍﻟﺘﻄﻮﺭ ﰲ ﻣﻴﺪﺍﻥ ﺣﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﺇﱄ ﺗﻐﻴﲑ ﻧﻈﺮﺓ‬
‫ﺣﻘﻮﻕ ﺍﳌﺆﻟﻒ‪ ،‬ﻓﺒﻌﺪﻣﺎ ﻛﺎﻧﺖ ﺣﻘﻮﻗ ﹰﺎ ﺗﻜﺘﺴﺐ ﺃﳘﻴﺔ ﺩﻭﻟﻴﺔ‪ ،‬ﺳﻮﺍﺀ ﻋﲇ‬
‫ﺍﻟﺼﻌﻴﺪ ﺍﻟﺴﻴﺎﳼ ﺃﻭ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ .‬ﺃﺻﺒﺤﺖ ﻫﺬﻩ ﺍﳊﻘﻮﻕ ﺍﻵﻥ‪ ،‬ﺃﺩﺍﺓ‬
‫ﻓﻌﺎﻟﺔ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺍﻟﻘﻴﻤﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳍﺎﻣﺔ‬
‫ﻟﻼﺑﺘﻜﺎﺭﺍﺕ ﻭﺍﻻﺧﱰﺍﻋﺎﺕ‪ ،‬ﻭﻣﻊ ﺗﺰﺍﻳﺪ ﺃﳘﻴﺔ ﺍﻹﺑﺪﺍﻋﺎﺕ ﻭﺍﻻﺑﺘﻜﺎﺭﺍﺕ‪،‬‬
‫ﺟﻌﻞ ﺍﻟﺘﻨﺎﻓﺲ ﰲ ﺍﳌﺤﻴﻂ ﺍﻟﺘﺠﺎﺭﻱ ﺍﳌﻌﺎﴏ ﻗﺎﺋ ﹰﲈ ﻋﲇ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻷﻓﻜﺎﺭ‪ ،‬ﻓﻘﺪ ﲢﻮﻟﺖ ﺍﻟﻄﺎﻗﺔ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻭﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺇﱄ ﺛﺮﻭﺍﺕ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺛﻤﻴﻨﺔ‪ ،‬ﻳﻘﻮﻡ ﻋﲇ ﺃﺳﺎﺳﻬﺎ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﳑﺎ‬
‫ﺍﺳﺘﻮﺟﺐ ﺗﻮﻓﲑ ﻣﺘﻄﻠﺒﺎﺕ ﺟﺪﻳﺪﺓ ﳊﲈﻳﺔ ﻫﺬﻩ ﺍﳊﻘﻮﻕ ﺑﺎﻟﺸﻜﻞ ﺍﻟﻜﺎﰲ‪،‬‬
‫ﻋﲇ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻮﻃﻨﻲ ﻭﺍﻟﺪﻭﱄ‪ .‬ﻭﻧﻈﺮ ﹰﺍ ﳍﺬﻩ ﺍﻷﳘﻴﺔ ﺍﳌﺘﺰﺍﻳﺪﺓ ﳊﻘﻮﻕ‬
‫ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻋﲇ ﺍﳌﺴﺘﻮﻱ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻓﻘﺪ ﺃﺻﺒﺢ ﻋﺪﻡ ﺗﻮﻓﲑ ﺍﳊﲈﻳﺔ‬
‫ﻟﻠﻤﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻣﻦ ﻣﻌﻮﻗﺎﺕ ﺍﻻﺳﺘﺜﲈﺭ ﺍﻟﻮﻃﻨﻲ ﻭﺍﻷﺟﻨﺒﻲ‪.‬‬
‫ﻫـ‪ .‬ﺍﻟﻘﺮﺻﻨﺔ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ‪ :‬ﺃﺻﺒﺢ ﺍﻟﻮﻟﻮﺝ ﺇﱄ ﻋﺎﱂ ”ﺍﳍﺎﻛﺮﺯ“‬
‫ﺣﻠ ﹰﲈ ﻳﺴﻌﻲ ﺇﻟﻴﻪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻭﺃﺻﺒﺤﺖ ﻣﻮﺍﺿﻴﻊ ﺍﻟﺘﺠﺴﺲ‬

‫‪211‬‬
 ‫‪‬‬

‫ﺍﻹﻟﻜﱰﻭﲏ ﺗﺴﺘﺤﻮﺫ ﻋﲇ ﺍﻫﺘﲈﻣﺎﲥﻢ ﻣﻌﺘﻘﺪﻳﻦ ﰲ ﺫﻟﻚ ﺃﳖﻢ ﻋﺒﻘﺮﻳﻮﻥ ﺇﻻ‬

‫ﺃﳖﺎ ﺍﻧﺘﻬﺎﻙ ﻟﻠﺨﺼﻮﺻﻴﺔ‪ ،‬ﻛﲈ ﺃﻥ ﻣﺒﺪﺃﻫﻢ ﻫﻮ ﺃﻥ ﺍﳌﻌﺮﻓﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ‬
‫ﰲ ﻣﺘﻨﺎﻭﻝ ﻣﻦ ﻳﺮﻳﺪﻫﺎ ﻣﻦ ﺩﻭﻥ ﺃﻱ ﻗﻴﻮﺩ ﻣﻬﲈ ﻛﺎﻧﺖ ﺍﳌﱪﺭﺍﺕ‪ ،‬ﻭﺃﺻﺒﺤﺖ‬
‫ﺷﺒﻜﺔ ﺍﻹﻧﱰﻧﺖ ﻣﻴﺪﺍﻧ ﹰﺎ ﻟﴫﺍﻋﺎﺕ ﻣﻦ ﻧﻮﻉ ﺟﺪﻳﺪ ﲪﻠﺖ ﻛﻞ ﺃﺩﻭﺍﺕ‬
‫ﺍﻟﺘﺪﻣﲑ ﺍﻹﻟﻜﱰﻭﲏ ﻛﺎﻟﺘﺠﺴﺲ ﻭﺍﻻﺧﱰﺍﻕ ﻭﺗﺪﻣﲑ ﺍﳌﻮﺍﻗﻊ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﻭﻏﲑ ﺍﳊﻜﻮﻣﻴﺔ‪ ،‬ﻭﺍﻟﺘﺤﻜﻢ ﰲ ﺗﻐﻴﲑ ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ ﻗﺪ ﺗﺼﻞ ﰲ‬
‫ﺧﻄﻮﺭﲥﺎ ﺇﱄ ﲥﺪﻳﺪ ﺍﻷﻣﻦ ﺍﻟﻮﻃﻨﻲ ﻟﺒﻌﺾ ﺍﻟﺪﻭﻝ‪ ،‬ﳑﺎ ﺩﻓﻊ ﺑﻌﺾ ﺧﱪﺍﺀ‬
‫ﺍﻹﻧﱰﻧﺖ ﻟﻼﻋﺘﻘﺎﺩ ﺃﻥ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ ﺃﺻﺒﺤﺖ ﻋﲇ ﺣﺎﻓﺔ ﺍﻻﳖﻴﺎﺭ‪.‬‬
‫ﻭ‪ .‬ﺑﻨﺎﺀ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﴩﻳﺔ‪ :‬ﻫﻨﺎﻙ ﺍﺣﺘﻴﺎﺝ ﻣﻠﺢ ﻟﺒﻨﺎﺀ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﴩﻳﺔ ﰲ‬
‫ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ‪ ،‬ﻭﰲ ﳎﺎﻻﺕ ﻃﺮﻕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻟﻠﺘﻌﺎﻣﻞ‬
‫ﻣﻊ ﺍﻟﺒﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﳌﻌﺎﻳﲑ ﺍﻟﺪﻭﻟﻴﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻓﺒﻨﺎﺀ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﴩﻳﺔ ﺃﺻﺒﺢ ﺃﺣﺪ ﺃﻫﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﺘﻲ‬
‫ﺗﺴﺎﻫﻢ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﰲ ﺯﻳﺎﺩﺓ ﻣﺴﺘﻮﻱ ﺍﻟﺮﻓﺎﻩ ﺍﻻﻗﺘﺼﺎﺩﻱ‬
‫ﻟﻠﻤﻮﺍﻃﻦ‪ ،‬ﳌﺎ ﻳﻘﻮﻡ ﺑﻪ ﻫﺬﺍ ﺍﻟﻌﻨﴫ ﻣﻦ ﺩﻭﺭ ﻣﻬﻢ ﻭﺭﺋﻴﴘ ﻛﻤﻨﻈﻢ‬
‫ﻻﺳﺘﺨﺪﺍﻡ ﻭﺍﺳﺘﻐﻼﻝ ﺃﻣﺜﻞ ﻟﻌﻮﺍﻣﻞ ﺍﻹﻧﺘﺎﺝ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﻛﻤﺴﺎﻫﻢ ﻣﺒﺎﴍ‬
‫ﰲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻱ‪.‬‬
‫ﻭﻗﺪ ﺑﲔ ”ﺷﻮﻟﺰ“ ﺃﻥ ﺍﻹﺳﺘﺜﲈﺭ ﺍﻟﺒﴩﻱ ﻳﺘﻀﻤﻦ ﺑﻌﺾ ﺍﻟﻨﺸﺎﻃﺎﺕ‬
‫ﺍﻟﺘﻲ ﲢﺴﻦ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﴩﻳﺔ ﻣﺜﻞ‪:‬‬

‫‪212‬‬
‫‪‬‬

‫‪ -‬ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻨﻈﺎﻣﻲ‪ ،‬ﻭﺍﻟﺘﻌﻠﻴﻢ ﻣﺪﻱ ﺍﳊﻴﺎﺓ‪.‬‬

‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -‬ﺍﻟﺘﺴﻬﻴﻼﺕ ﺍﻟﺼﺤﻴﺔ ﻭﺍﳋﺪﻣﻴﺔ)‪.(١‬‬
‫ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﺟﺘﲈﻋﻴﺔ‪ :‬ﺇﻥ ﺍﻟﻌﻘﻞ ﺍﻟﻌﺮﰊ ﺍﳌﻌﺎﴏ ﱂ‬
‫ﻳﺴﺎﻫﻢ ﰲ ﺑﻠﻮﺭﺓ ﺍﳊﺪﺍﺛﺔ ﰲ ﺍﻟﻘﺮﻧﲔ ﺍﻟﺘﺎﺳﻊ ﻋﴩ ﻭﺍﻟﻌﴩﻭﻥ ﻓﺈﻥ ﻛﻞ‬
‫ﺍﻟﻔﺘﻮﺣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻹﻧﺠﺎﺯﺍﺕ ﺍﳊﻀﺎﺭﻳﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻗﺪ ﲢﻘﻖ‬
‫ﻣﻦ ﺩﻭﻥ ﺃﻱ ﻣﺸﺎﺭﻛﺔ ﻓﻌﻠﻴﺔ ﻟﻠﻌﻘﻞ ﺍﻟﻌﺮﰊ‪ ،‬ﻋﻜﺲ ﻣﺴﺎﳘﺎﺕ ﺃﺟﺪﺍﺩﻧﺎ‬
‫ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﺣﺎﺳﻤﺔ ﻭﻣﻬﻤﺔ ﰲ ﺑﻨﺎﺀ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻨﻬﻀﺔ ﺍﻷﻭﺭﻭﺑﻴﺔ ﻭﺍﻟﻐﺮﺑﻴﺔ‪،‬‬
‫ﻭﻟﺬﻟﻚ ﻧﺤﻦ ﻣﻀﻄﺮﻳﻦ ﻛﲈ ﻳﻘﻮﻝ ﳏﻤﺪ ﺃﺭﻛﻮﻥ ﺇﱄ ﺗﺄﺳﻴﺲ ﻣﺮﻛﺰ ﺑﺤﺚ‬
‫ﻋﻠﻤﻲ ﻟﻨﻘﻞ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻐﺮﺑﻴﺔ ﻛﺨﻄﻮﺓ ﺃﻭﻟﻴﺔ ﻻﺑﺪ ﻣﻨﻬﺎ ﻻﺳﺘﺰﺭﺍﻉ‬
‫ﻭﺍﺳﺘﻨﺒﺎﺕ ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ﰲ ﺑﻴﺘﻨﺎ‪ ،‬ﻛﲈ ﳚﺐ ﺃﻥ ﳜﺮﺝ ﺍﻟﻌﺮﺏ ﻣﻦ ﺍﻟﺴﺠﻦ‬
‫ﺍﻟﺬﺍﰐ ﻟﻠﺬﺍﺕ‪ ،‬ﻭﻣﻦ ﺍﻟﻌﴫ ﺍﻹﻳﺪﻳﻮﻟﻮﺟﻲ ﺇﱄ ﺍﻟﻌﴫ ﺍﳌﻌﺮﰲ)‪.(٢‬‬
‫ﻭﰲ ﺧﻀﻢ ﺍﳌﻌﻴﻘﺎﺕ ﻭﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ ﻳﻔﺮﺽ ﺍﻟﻴﻮﻡ ﻋﲇ‬
‫ﻛﻞ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﺳﺘﺤﻘﺎﻗﺎﺕ ﺇﻋﺎﺩﺓ ﲢﺪﻳﺚ ﺗﻜﻨﻮﻟﻮﺟﻲ ﻭﺇﺩﺍﺭﻱ‬
‫ﺷﺎﻣﻞ‪ ،‬ﻟﺒﻨﺎﺀ ﺍﳌﺠﺘﻤﻊ ﻭﻣﻨﻈﲈﺗﻪ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﺑﺄﺳﺲ‬
‫ﺗﺼﻠﺢ ﳌﻮﺍﺟﻬﺔ ﲢﺪﻳﺎﺕ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﴩﻳﻦ ﺍﻟﺬﻱ ﻳﻌﺘﱪ ﳎﺘﻤﻊ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻫﻢ ﺳﲈﺗﻪ‪.‬‬
‫)‪ (١‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٨٦-٨٤‬‬
‫)‪ (٢‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٣٤٥‬‬

‫‪213‬‬
 ‫‪‬‬

‫ﻛﲈ ﺃﺻﺒﺢ ﺗﻔﻮﻕ ﺍﻷﻣﻢ ﰲ ﺇﺭﺳﺎﺀ ﺗﻨﻤﻴﺔ ﺷﺎﻣﻠﺔ ﻭﻣﺴﺘﺪﻳﻤﺔ ﻣﴩﻭﻃ ﹰﺎ‬
‫ﺑﻤﺪﻱ ﻧﺠﺎﺡ ﻫﺬﻩ ﺍﻷﻣﻢ ﰲ ﲡﺴﻴﻢ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻼﺋﻤﺔ ﻗﺼﺪ‬
‫ﺍﻟﻨﻬﻮﺽ ﺑﻤﻴﺪﺍﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻝ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﺜﲈﺭ ﺍﻵﻓﺎﻕ‬
‫ﺍﻟﺮﺣﺒﺔ ﺍﻟﺘﻲ ﺗﻮﻓﺮﻫﺎ ﻋﲇ ﺍﻟﻮﺟﻪ ﺍﻷﻣﺜﻞ‪ ،‬ﺣﻴﺚ ﻻ ﻳﻤﻜﻦ ﻣﻮﺍﺟﻬﺔ ﻋﴫ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﺪﻳﺎﺗﻪ ﺇﻻ ﺑﺎﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ‪ ،‬ﻓﻔﻲ ﻛﻞ ﻳﻮﻡ ﺗﻮﻟﺪ‬
‫ﺁﻻﻑ ﺍﻟﺘﻘﻨﻴﺎﺕ‪ ،‬ﻭﲤﻮﺕ ﺁﻻﻑ ﺍﻟﱪﺍﻣﺞ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺑﻌﺪ ﺃﻋﻮﺍﻡ ﳏﺪﻭﺩﺓ ﻣﻦ‬
‫ﻭﻻﺩﲥﺎ‪ ،‬ﻭﺗﺘﻄﻮﺭ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺗﺘﺒﺪﻝ ﺑﺤﻴﺚ ﺗﺼﺒﺢ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺑﺤﺎﺟﺔ ﺇﱄ‬
‫ﺇﻋﺎﺩﺓ ﺗﺄﻫﻴﻞ ﻋﲇ ﺃﺳﺲ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﻭﰲ ﻇﻞ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺘﻲ ﻳﻔﺮﺿﻬﺎ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺬﻱ ﻳﺮﺗﺒﻂ ﻓﻴﻪ‬
‫ﺍﻟﺘﻘﺪﻡ ﺑﻤﺪﻱ ﺗﻮﻓﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻘﺪﺭﺓ ﻋﲇ ﺇﺩﺍﺭﲥﺎ ﻭﺇﻳﺼﺎﻟﻪ ﺑﺎﻟﴪﻋﺔ‬
‫ﺍﻟﻼﺯﻣﺔ ﻭﺑﺎﻟﺸﻜﻞ ﺍﳌﻨﺎﺳﺐ ﻧﺠﺪ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻮﺍﺟﻪ ﺗﻐﻴﲑﺍﺕ‬
‫ﻭﺗﻄﻮﺭﺍﺕ ﻟﻴﺲ ﳍﺎ ﻣﻨﻮﺭ ﻭﺍﺿﺢ‪ ،‬ﺑﻞ ﺗﻮﺍﺟﻪ ﺍﺳﺘﺤﻘﺎﻗﺎﺕ ﻫﺬﺍ ﺍﻟﻌﴫ‬
‫ﺑﻄﺮﻕ ﻋﺸﻮﺍﺋﻴﺔ‪ ،‬ﻓﻔﻲ ﻇﻞ ﻏﻴﺎﺏ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﻭﺍﺿﺤﺔ ﻭﻣﺸﱰﻛﺔ ﺑﲔ‬
‫ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻼﻧﺘﻘﺎﻝ ﺇﱄ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﻳﺒﻘﻲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ ﺳﻮﻕ‬
‫ﺍﺳﺘﻬﻼﻛﻲ ﻭﺍﺳﻊ ﻳﺸﱰﻱ ﻛﻞ ﺍﻟﺘﻘﻨﻴﺎﺕ‪ ،‬ﻭﻻ ﻳﻤﺘﻠﻚ ﺃﻱ ﻗﺪﺭﺓ ﺗﻨﺎﻓﺴﻴﺔ ﺃﻭ‬
‫ﺇﻧﺘﺎﺟﻴﺔ ﻭﻣﻦ ﻫﻨﺎ ﺗﻈﻬﺮ ﺍﳊﺎﺟﺔ ﻟﺘﺴﻄﲑ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﻋﺮﺑﻴﺔ ﻟﻼﻧﺘﻘﺎﻝ ﺇﱄ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ)‪.(١‬‬

‫)‪ (١‬ﻋﺎﻣﺮ ﺑﺸﲑ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ‪.٨٧-٨٦‬‬

‫‪214‬‬
‫‪‬‬

‫ﻓﺮﺹ ﺍﻻﻧﺘﻘﺎﻝ ﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﺑﻨﺎﺀ ﳎﺘﻤﻌﺎﺕ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻟﺒﻠﺪﺍﻥ‬

‫ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬
‫ﻳﻤﺜﻞ ﻗﻄﺎﻉ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻧﻈﺮ ﻛﺜﲑ ﻣﻦ‬
‫ﺍﳌﻔﻜﺮﻳﻦ ﻭﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺭﺟﺎﻝ ﺍﻷﻋﲈﻝ ﻓﺮﺻﺔ ﺫﻫﺒﻴﺔ ﻟﻠﺪﻭﻝ‬
‫ﺍﻟﻨﺎﻣﻴﺔ ﻭﻣﻨﻬﺎ ﺍﻟﻌﺮﺑﻴﺔ ﺇﺫﺍ ﻣﺎ ﺃﺣﺴﻦ ﺍﺳﺘﻐﻼﳍﺎ ﻭﺗﻮﻇﻴﻔﻬﺎ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‬
‫ﻭﺑﻨﺎﺀ ﻗﻄﺎﻉ ﻣﻌﻠﻮﻣﺎﰐ ﻓﻌﺎﻝ‪.‬‬
‫ﻭﻻ ﻳﻘﺘﴫ ﺗﺄﺛﲑ ﻫﺬ ﺍﻟﻘﻄﺎﻉ ﻋﲇ ﺍﻟﺘﻐﻴﲑ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﳉﺬﺭﻱ ﳉﻤﻴﻊ‬
‫ﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻷﺧﺮﻱ ﻓﻘﻂ ﻭﺇﻧﲈ ﻳﻮﻓﺮ ﻓﺮﺻ ﹰﺎ ﺟﺎﺩﺓ ﻟﻘﻔﺰﺍﺕ‬
‫ﺍﻗﺘﺼﺎﺩﻳﺔ ﻛﱪﻱ‪ ،‬ﺇﺫﺍ ﻣﺎ ﺃﺣﺴﻦ ﺍﺳﺘﻐﻼﻟﻪ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﻤﻴﺔ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻋﴫ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﻤﻜﻦ ﺃﻥ ﳛﺪﺙ ﺗﻄﻮﺭ ﹰﺍ ﻣﻠﻤﻮﺳ ﹰﺎ ﰲ‬
‫ﺍﳌﺠﺎﻻﺕ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﻠﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻛﲈ ﻳﲇ‪:‬‬
‫‪ -‬ﺳﻴﺎﺳﻴﺎ‪ :‬ﺯﻳﺎﺩﺓ ﻭﻋﻲ ﺍﳌﻮﺍﻃﻦ ﺍﻟﻌﺮﰊ‪ ،‬ﻭﺗﻐﻴﲑ ﺍﻷﻧﲈﻁ ﺍﻟﺴﻠﻮﻛﻴﺔ‬
‫ﺍﳉﲈﻋﻴﺔ‪ ،‬ﻭﻣﺴﺎﻋﺪﺓ ﺍﻟﺴﻴﺎﳼ ﺍﻟﻌﺮﰊ ﻟﻠﺘﻜﻴﻒ ﻣﻊ ﻣﺎ ﻳﺴﺘﺠﺪ ﻣﻦ ﻇﺮﻭﻑ‪،‬‬
‫ﻓﺎﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ ﻳﻤﻜﻦ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻪ ﺑﺪﺭﺟﺔ ﺃﻛﱪ ﻣﻦ ﺍﻟﻮﻋﻲ‪ ،‬ﺇﺫﺍ ﺗﻮﺍﻓﺮﺕ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻗﻴﻘﺔ ﻋﻦ ﺍﻷﺣﺪﺍﺙ ﺍﻟﺘﻲ ﻳﻤﺮ ﲠﺎ ﺍﳌﺠﺘﻤﻊ‪.‬‬
‫‪ -‬ﺍﻗﺘﺼﺎﺩﻳﺎ‪ :‬ﺗﻠﻌﺐ ﺍﻻﺗﺼﺎﻻﺕ ﺩﻭﺭ ﹰﺍ ﻫﺎﻣ ﹰﺎ ﰲ ﻧﻈﻢ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﺧﺎﺻﺔ ﰲ‬
‫ﺍﳌﻨﻈﲈﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﻜﱪﻱ‪ ،‬ﻟﻴﺲ ﳌﺠﺮﺩ ﺍﻹﻋﻼﻥ ﻋﻦ ﺍﻟﺴﻠﻊ ﻓﺤﺴﺐ‪،‬‬
‫ﺑﻞ ﻟﺘﻐﻴﲑ ﺳﻠﻮﻛﻴﺎﺕ ﺍﳌﺴﺘﻬﻠﻚ ﻭﺍﺣﺘﻴﺎﺟﺎﺗﻪ‪ ،‬ﻛﲈ ﺗﻔﺘﺢ ﺁﻓﺎﻗ ﹰﺎ ﻭﺍﺳﻌﺔ‬

‫‪215‬‬
 ‫‪‬‬

‫ﻟﻠﺘﺼﺪﻳﺮ‪ ،‬ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻛﻮﺍﺩﺭ ﺍﻟﻌﻤﻞ ﻭﺍﳋﱪﺓ ﰲ ﺍﻟﺪﻭﻝ ﺍﻷﺧﺮﻱ ﺍﻟﻴﺪ‬

‫ﺍﻟﻌﺎﳌﺔ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬
‫‪ -‬ﺍﺟﺘﲈﻋﻴﺎ ﻭﺛﻘﺎﻓﻴﺎ‪ :‬ﺗﺴﺎﻋﺪ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻋﲇ ﻭﺿﻊ ﻧﻈﻢ ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﺟﺪﻳﺪﺓ‪ ،‬ﰲ ﺿﻮﺀ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳊﻴﺎﺓ ﺍﳌﻌﺎﴏﺓ‪ ،‬ﻭﺗﻴﴪ ﺳﺒﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱄ‬
‫ﺍﻟﺜﺮﻭﺓ ﺍﳌﻌﺮﻓﻴﺔ ﺍﳌﺘﺎﺣﺔ ﻟﻠﺠﻤﻴﻊ‪ ،‬ﻭﺗﺸﺠﻊ ﻋﲇ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻘﺪﺭﺍﺕ‬
‫ﻭﺍﻟﻄﺎﻗﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ‪ .‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺘﻄﻠﺐ ﻭﺿﻊ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ﺟﺪﻳﺪﺓ‬
‫ﻣﺘﻄﻮﺭﺓ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺍﻟﺘﺒﺎﺩﻝ ﺑﲔ ﺍﳉﺎﻣﻌﺎﺕ‪ ،‬ﻭﺍﻋﺘﲈﺩ ﺍﻟﺘﻤﻮﻳﻞ ﺍﻟﻼﺯﻡ ﻣﻦ‬
‫ﻗﺒﻞ ﺍﳊﻜﻮﻣﺎﺕ ﻭﺍﳌﻨﻈﲈﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺍﳌﻌﻨﻴﺔ‪.‬‬
‫ﻭﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ ﻋﲇ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻥ ﺗﺘﺠﻪ ﻧﻴﺘﻬﺎ ﻟﻠﺪﺧﻮﻝ ﰲ‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﴪﻋﺔ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻛﻌﻨﴫ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺮﺋﻴﴘ ﻧﺤﻮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫ﻭﺍﻻﺟﺘﲈﻋﻴﺔ‪ ،‬ﲠﺪﻑ ﺑﻨﺎﺀ ﻣﻨﻄﻘﺔ ﺗﺴﺘﻔﻴﺪ ﺍﺳﺘﻔﺎﺩﺓ ﻛﺎﻣﻠﺔ ﻣﻦ ﺧﺪﻣﺎﺕ‬
‫ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺴﺘﺪﻋﻲ ﻭﺿﻊ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻼﺯﻣﺔ‪،‬‬
‫ﻭﺇﺭﺳﺎﺀ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻟﺘﻨﻔﻴﺬ ﻭﺗﻄﻮﻳﺮ ﺧﻄﻂ ﻋﻤﻞ ﺇﻗﻠﻴﻤﻴﺔ ﻭﻭﻃﻨﻴﺔ‬
‫ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻛﺠﺰﺀ ﻣﻦ ﺃﻫﺪﺍﻓﻬﺎ ﺍﻟﺘﻨﻤﻮﻳﺔ‬
‫ﺍﻟﺸﺎﻣﻠﺔ‪ .‬ﻛﲈ ﺃﻥ ﺍﻟﺘﻘﺪﻡ ﺧﻄﻮﺓ ﺑﺨﻄﻮﺓ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﻣﺎ ﻳﺘﻀﻤﻨﻪ‬
‫ﺫﻟﻚ ﻣﻦ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﻣﻨﺴﻘﺔ ﻭﻣﺘﻌﺪﺩﺓ ﺍﻟﻔﺮﻭﻉ ﻳﻌﺪ ﺃﻣﺮ ﹰﺍ ﺃﺳﺎﺳﻴ ﹰﺎ ﻟﺘﻄﻮﻳﺮ‬
‫ﻗﻄﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ)‪.(١‬‬

‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٨٨-٨٧‬‬

‫‪216‬‬
‫‪‬‬

‫ﻭﳌﻮﺍﺟﻬﺔ ﺍﻟﺘﺤﺪﻳﺎﺕ ﻭﺍﳌﺸﻜﻼﺕ ﺍﻟﺘﻲ ﲢﺪ ﻣﻦ ﻣﺰﺍﻳﺎ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬

‫ﳚﺐ ﺍﺗﺒﺎﻉ ﻣﺎ ﻳﲇ)‪:(١‬‬
‫‪ -‬ﺗﻮﻃﲔ ﺍﻟﻌﻠﻢ ﻭﺑﻨﺎﺀ ﻗﺪﺭﺓ ﺫﺍﺗﻴﺔ ﰲ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻘﺎﲏ ﰲ ﲨﻴﻊ‬
‫ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﺠﺘﻤﻌﻴﺔ‪.‬‬
‫‪ -‬ﺗﺄﺳﻴﺲ ﻧﻤﻂ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻟﺒﻨﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﲈﻋﻴﺔ ﺗﺘﻤﻴﺰ‬
‫ﺑﺎﻻﺳﺘﻘﻼﻟﻴﺔ ﻭﺍﻻﻧﻔﺘﺎﺣﻴﺔ ﲡﻌﻞ ﺍﻻﺟﺘﻬﺎﺩ ﻣﻨﻬﺠ ﹰﺎ ﰲ ﺍﺳﺘﻨﺒﺎﻁ ﺍﳊﻠﻮﻝ‬
‫ﻟﻜﻞ ﺍﳌﺴﺎﺋﻞ ﺍﳌﺘﺠﺪﺩﺓ ﻣﻦ ﺧﻼﻝ ﺍﻟﻘﺪﺭﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻟﺘﺤﻘﻴﻖ‬
‫ﻭﺟﻮﺩ ﺃﻗﻮﻱ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳉﺪﻳﺪ‪.‬‬
‫‪ -‬ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﻋﲇ ﺍﻷﺧﺺ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻘﻨﻲ ﻭﺍﻟﺒﺤﺚ‬
‫ﺍﻟﻌﻠﻤﻲ ﺑﲈ ﻳﺘﻼﺋﻢ ﻭﻣﺴﺘﺠﺪﺍﺕ ﺍﳌﻌﺎﺭﻑ ﺍﳌﺘﻄﻮﺭﺓ ﻭﺍﳌﺘﺴﺎﺭﻋﺔ ﺍﻟﺘﻲ ﺃﺩﺕ‬
‫ﺇﱄ ﺇﻋﺎﺩﺓ ﻫﻴﻜﻠﺔ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﳌﻲ‪.‬‬
‫‪ -‬ﺇﻋﺪﺍﺩ ﺧﻄﻂ ﻭﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺗﺘﻼﺋﻢ ﻣﻊ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -‬ﺗﻮﺟﻴﻪ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻄﻮﻳﻠﺔ ﺍﳌﺪﻱ ﺇﱄ ﺇﳚﺎﺩ ﻓﺮﺹ ﻋﻤﻞ ﰲ‬
‫ﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﳌﺮﺗﻔﻌﺔ ﺍﳌﻬﺎﺭﺓ ﻭﻋﺎﻟﻴﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ‪.‬‬
‫‪ -‬ﺿﲈﻥ ﺣﺴﻦ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺳﻬﻮﻟﺔ ﺗﺪﻓﻖ ﺍﳌﻌﺮﻓﺔ ﺑﲔ ﲨﻴﻊ ﻭﺣﺪﺍﺕ‬
‫ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ ﺣﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﺗﺘﺤﻘﻖ ﺃﻗﴢ ﺇﻧﺘﺎﺟﻴﺔ ﻟﻜﻞ ﺍﻟﻮﺣﺪﺍﺕ ﻭﻟﻜﻞ‬
‫ﺍﳌﻨﻈﻮﻣﺔ ﺍﳌﺠﺘﻤﻌﻴﺔ ﰲ ﺁﻥ ﻭﺍﺣﺪ‪.‬‬
‫)‪ (١‬ﳏﻤﺪ ﻋﻮﺍﺩ ﺍﻟﺰﻳﺎﺩﺍﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪٢٧٢‬‬

‫‪217‬‬
 ‫‪‬‬

‫‪ -‬ﺗﻨﺸﻴﻂ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻫﻮ ﺃﺳﺎﺱ ﻟﺘﺨﻔﻴﺾ ﺍﻟﺒﻄﺎﻟﺔ ﻭﲣﻔﻴﻒ‬

‫ﺣﺪﺓ ﺍﻟﻔﻘﺮ ﻋﲇ ﻧﺤﻮ ﻣﺴﺘﺪﺍﻡ ﻣﻦ ﺧﻼﻝ ﺟﻬﻮﺩ ﺍﻟﻘﻄﺎﻉ ﺍﻟﻌﺎﻡ ﻭﺍﳋﺎﺹ ﰲ‬
‫ﻧﻄﺎﻕ ﺑﻴﺌﺔ ﺍﺳﺘﺜﲈﺭﻳﺔ ﺗﺸﺘﻐﻞ ﻭﺗﻮﻇﻒ ﺃﻛﱪ ﻗﺪﺭ ﳑﻜﻦ ﻣﻦ ﺍﳌﻮﺍﻃﻨﲔ‪.‬‬
‫‪ -‬ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﺘﻤﻮﻳﻞ ﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ‪.‬‬
‫ﺩﻓﻊ ﻣﺴﲑﺓ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﻄﻮﻳﺮ ﺗﴩﻳﻌﺎﺕ ﺍﳌﻨﻈﻤﺔ‬
‫ﻟﻼﻗﺘﺼﺎﺩ ﻭﺯﻳﺎﺩﺓ ﻓﻌﺎﻟﻴﺘﻬﺎ ﰲ ﺗﻨﻈﻴﻢ ﺍﳌﻌﺎﻣﻼﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺘﺠﺎﺭﻳﺔ‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱄ ﴐﻭﺭﺓ ﺇﻋﺎﺩﺓ ﻫﻴﻜﻠﺔ ﺍﳌﻨﻈﲈﺕ ﻭﺗﻄﻮﻳﺮ ﺃﺳﺎﻟﻴﺐ ﺇﺩﺍﺭﲥﺎ‬
‫ﻭﲢﺴﲔ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ZÔi什a@ÂüÏ€a@Ôœ@ڜ仇€a@pb»‡nvfl@ıb‰i‬‬
‫ﺗﻨﻄﻠﻖ ﺍﳊﺎﺟﺔ ﺇﱄ ﺇﻗﺎﻣﺔ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ ﻣﻦ ﳎﻤﻮﻋﺔ‬
‫ﻣﻦ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‪ ،‬ﺃﺑﺮﺯﻫﺎ‪:‬‬
‫· ﺍﺭﺗﺒﺎﻁ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﳌﺤﺎﻓﻈﺔ ﻋﲇ ﻣﻌﺪﻻﺕ ﻣﻀﻄﺮﺩﺓ‬
‫ﻟﻠﻨﻤﻮ ﺑﺎﻟﻘﺪﺭﺓ ﻋﲇ ﻣﺴﺎﻳﺮﺓ ﺍﳊﺮﻛﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﰲ ﳎﺎﻝ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‬
‫ﻭﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺫﻟﻚ ﺃﻥ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻻﺕ ﺍﻟﻨﻤﻮ ﺍﻟﺘﻲ‬
‫ﺗﻌﺮﻓﻬﺎ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ )ﺩﻭﻝ ﺍﻟﴩﻕ ﺍﻷﻭﺳﻂ ﻭﺷﲈﻝ ﺃﻓﺮﻳﻘﻴﺎ( ﰲ ﺳﻨﺘﻲ‬
‫‪ ٢٠١١ -٢٠١٠‬ﻛﺎﻧﺖ ﻋﲇ ﺍﻟﺘﻮﺍﱄ ‪ %٤٫٩‬ﻭ ‪ %٣٫٣‬ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ‬
‫ﺗﻌﺮﻑ ﻓﻴﻪ ﺩﻭﻝ ﻧﺎﺷﺌﺔ ﻓﻘﻂ )ﺍﻟﺼﲔ‪ ،‬ﺍﻟﱪﺍﺯﻳﻞ‪ ،‬ﺭﻭﺳﻴﺎ‪ ،‬ﺍﳍﻨﺪ( ‪ %٤٠‬ﻣﻦ‬
‫ﺍﻟﻨﺎﺗﺞ ﺍﻟﻌﺎﳌﻲ ﺑﻌﺪ ﻣﺎ ﻛﺎﻧﺖ ﻗﺒﻞ ﻋﴩ ﺳﻨﻮﺍﺕ ﲢﻘﻖ ﻓﻘﻂ ‪ %٢٠‬ﻣﻦ ﻧﻔﺲ‬

‫‪218‬‬
‫‪‬‬

‫ﺍﻟﻨﺎﺗﺞ‪ .‬ﻭﰲ ﺃﻭﺭﻭﺑﺎ ﺗﻌﻮﺩ ﻧﺴﺒﺔ ﻣﺎ ﺑﲔ ‪ %٢٥ - %٢٠‬ﻣﻦ ﻣﺘﻮﺳﻂ ﺇﻧﺘﺎﺟﻴﺔ‬

‫ﺍﻟﻌﻤﻞ ﺇﱄ ﻗﺮﻭﺽ ﺍﺳﺘﺜﲈﺭﺍﺕ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﺍﻷﺻﻮﻝ ﺍﻟﻔﻜﺮﻳﺔ ﰲ ﺍﻟﻔﻘﺮﺓ‬
‫‪ ٢٠٠٧ -١٩٩٥‬ﻭﻭﺻﻠﺖ ﺍﺳﺘﺜﲈﺭﺍﺕ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﺍﻷﺻﻮﻝ ﺍﻟﻔﻜﺮﻳﺔ‬
‫ﺇﱄ ﺣﺪﻭﺩ ‪ %١١٫٣‬ﻣﻦ ﺍﻟﻨﺎﺗﺞ ﺍﳌﺤﲇ ﺍﳋﺎﻡ‪.‬‬
‫· ﺣﺎﺟﺔ ﺩﻭﻝ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ ﺇﱄ ﺭﺩﻡ ﺍﻟﴩﺥ ﰲ ﺍﳌﺆﴍﺍﺕ‬
‫ﺍﳌﺘﺼﻠﺔ ﺑﺎﳌﻌﺮﻓﺔ ﻣﻊ ﺍﻟﺪﻭﻝ ﺍﳌﺤﻮﺭﻳﺔ ﺑﺎﳌﻨﻄﻘﺔ‪ ،‬ﺧﺎﺻﺔ ﺇﴎﺍﺋﻴﻞ ﻭﺗﺮﻛﻴﺎ‪،‬‬
‫ﺇﺫ ﻣﻮﻗﻊ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻐﺎﻟﺐ ﻣﺘﺄﺧﺮ ﻋﻨﻬﺎ‪ .‬ﻭﻫﺬﺍ ﻣﺎ ﻻ ﻳﺴﻤﺢ ﳍﺎ‬
‫ﺑﺈﺩﺍﺭﺓ ﺍﻟﴫﺍﻉ ﻣﻊ ﺍﻷﻭﱄ ﻭﺍﳌﻨﺎﻓﺴﺔ ﻣﻊ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱄ ﻛﻮﻥ ﻫﺬﺍ‬
‫ﺍﻟﻮﺿﻊ ﻳﻘﻠﻞ ﻣﻦ ﻗﺪﺭﺓ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻋﲇ ﺃﺩﺍﺀ ﺃﺩﻭﺍﺭ ﺟﻴﻮ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ‬
‫ﻋﲇ ﺍﻟﺴﺎﺣﺔ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺫﻟﻚ ﺃﻧﻪ ﺿﻤﻦ ﻗﺎﺋﻤﺔ ﺍﻻﻗﺘﺼﺎﺩﺍﺕ ﺍﻟﻘﺎﺋﻤﺔ ﻋﲇ‬
‫ﺍﻻﺑﺘﻜﺎﺭ ‪ ٢٠١٤ -٢٠١٣‬ﻻ ﺗﻮﺟﺪ ﺳﻮﻱ ﺛﻼﺙ ﺩﻭﻝ ﻋﺮﺑﻴﺔ )ﺍﻟﺒﺤﺮﻳﻦ‪،‬‬
‫ﻗﻄﺮ‪ ،‬ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ( ﻛﲈ ﲤﺖ ﺍﻹﺷﺎﺭﺓ ﺳﺎﺑﻘ ﹰﺎ‪.‬‬
‫· ﺣﺎﺟﺔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱄ ﲢﺴﲔ ﻣﻮﻗﻌﻬﺎ ﺿﻤﻦ ﻣﺆﴍ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‬
‫ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺫﻟﻚ ﺃﻥ ﺍﻟﺘﻘﺪﻡ ﰲ ﺍﳌﺆﴍ ﻳﻜﻮﻥ ﻣﺪﻋﻮﻣ ﹰﺎ ﺑﺎﺭﺗﻔﺎﻉ ﻣﺆﴍﺍﺕ‬
‫ﺍﻻﺑﺘﻜﺎﺭ‪ ،‬ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﻫﻮ ﻣﺎ ﻳﱪﺭ ﺍﳊﺎﺟﺔ ﺇﱄ ﺗﻌﺰﻳﺰ ﻫﺬﻩ‬
‫ﺍﳌﺆﴍﺍﺕ‪ ،‬ﺑﺰﻳﺎﺩﺓ ﺣﻮﺍﻓﺰ ﺍﻻﺑﺘﻜﺎﺭ‪ ،‬ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺒﺎﺣﺜﲔ‪ ،‬ﺇﻗﺎﻣﺔ ﺑﻴﺌﺔ‬
‫ﺗﻌﻠﻴﻤﻴﺔ ﻣﻔﺘﻮﺣﺔ ﺗﻌﺘﻤﺪ ﻋﲇ ﺷﺒﻜﺎﺕ ﺍﳌﻌﺮﻓﺔ ﺍﻻﻟﻜﱰﻭﻧﻴﺔ ﻭﺇﳚﺎﺩ ﺍﻵﻟﻴﺎﺕ‬
‫ﺍﻟﻜﻔﻴﻠﺔ ﺑﺘﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺑﺪﺀ ﹰﺍ ﻣﻦ ﺍﳌﺮﺍﺣﻞ ﺍﻟﻌﻤﺮﻳﺔ ﺍﳌﺒﻜﺮﺓ‪.‬‬

‫‪219‬‬
 ‫‪‬‬

‫· ﺳﻌﻲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱄ ﺗﻌﺰﻳﺰ ﻣﻜﺎﻧﺘﻬﺎ ﺿﻤﻦ ﻣﺆﴍ ﺍﻟﺘﻨﻤﻴﺔ‬

‫ﺍﻹﻧﺴﺎﻧﻴﺔ‪ ،‬ﻓﺎﻟﱪﻏﻢ ﻣﻦ ﺇﻗﺮﺍﺭ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﴩﻳﺔ ﻟﺴﻨﺔ ‪ ٢٠١٣‬ﺑﺄﻥ‬
‫ﺍﳉﻨﻮﺏ‪ ،‬ﻭﻣﻨﻪ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺣﻘﻖ ﳖﻀﺔ ﻭﺃﻧﻪ ﻳﻌﻴﺶ ﺗﻘﺪﻣ ﹰﺎ ﺑﴩﻳ ﹰﺎ ﰲ‬
‫ﻋﺎﱂ ﻣﺘﻨﻮﻉ‪ ،‬ﻓﺈﻥ ﻣﻮﻗﻊ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺿﻤﻦ ﻣﺆﴍ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﴩﻳﺔ‬
‫ﻟﻴﺲ ﻣﺘﻘﺪﻣ ﹰﺎ‪ .‬ﻭﺗﻌﺘﱪ ﺍﳌﻌﺮﻓﺔ ﺣﺠﺮ ﺍﻷﺳﺎﺱ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﴩﻳﺔ ﻟﻜﻮﳖﺎ‬
‫ﺃﺩﺍﺓ ﻟﺘﻮﺳﻴﻊ ﺧﻴﺎﺭﺍﺕ ﺍﻟﺒﴩ ﻭﻗﺪﺭﲥﻢ ﻭﻭﺳﻴﻠﺔ ﻟﻠﺘﻐﻠﺐ ﻋﲇ ﺍﳊﺮﻣﺎﻥ‬
‫ﺍﳌﺎﺩﻱ‪ ،‬ﺇﺫ ﻳﺮﻱ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﴩﻳﺔ ﺑﺄﻥ ﺍﳌﻌﺮﻓﺔ ﳏﺮﻙ ﻗﻮﻱ ﻟﻠﺘﺤﻮﻻﺕ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﲈﻋﻴﺔ‪.‬‬
‫ﺍﻷﺑﻌﺎﺩ ﺍﻟﺘﻨﻤﻮﻳﺔ‪ ،‬ﺍﻷﻣﻨﻴﺔ‪ ،‬ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﳌﺠﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﰲ‬
‫ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ‪:‬‬
‫ﱂ ﻳﻌﺪ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﳎﺮﺩ ﻣﺮﺣﻠﺔ ﺯﻣﻨﻴﺔ ﺗﻌﻴﺸﻬﺎ ﺍﳌﺠﺘﻤﻌﺎﺕ‬
‫ﺍﳌﻌﺎﴏﺓ‪ ،‬ﻭﺇﻧﲈ ﻟﻪ ﺃﺑﻌﺎﺩ ﳐﺘﻠﻔﺔ ﻭﻣﺘﺸﺎﺑﻜﺔ ﳚﺐ ﺍﺳﺘﻐﻼﳍﺎ ﰲ ﺍﻟﻮﻃﻦ‬
‫ﺍﻟﻌﺮﰊ ﺣﺘﻲ ﻳﺴﺘﻄﻴﻊ ﺍﻻﻧﺪﻣﺎﺝ ﺑﺸﻜﻞ ﺃﻓﻀﻞ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﳌﻲ‪ ،‬ﻭﻣﻦ‬
‫ﺃﻫﻢ ﻫﺬﻩ ﺍﻷﺑﻌﺎﺩ ﻣﺎ ﻳﲇ‪:‬‬
‫‪ -١‬ﺍﻟﺒﻌﺪ ﺍﻟﺘﻨﻤﻮﻱ ﳌﺠﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ :‬ﱂ ﻳﻌﺪ ﺍﻟﻨﻤﻮ ﳎﺮﺩ ﻣﺴﻌﻲ ﻳﻘﻮﻡ‬
‫ﻋﲇ ﺗﻌﺒﺌﺔ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﻟﻴﺔ ﻭﺍﻟﻄﺒﻴﻌﻴﺔ ﻓﻘﻂ‪ ،‬ﻭﺇﻧﲈ ﻫﻮ ﻧﻤﻮ ﺫﻛﻲ ﻳﻌﺘﻤﺪ ﻋﲇ‬
‫ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻹﺑﺪﺍﻉ ﺍﳌﺴﺘﻤﺮ‪ ،‬ﺍﳌﺪﻓﻮﻉ ﺑﻘﴫ ﻋﻤﺮ ﺩﻭﺭﺓ ﺣﻴﺎﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﻭﻧﺘﻴﺠﺔ ﻻﺭﺗﻔﺎﻉ ﻗﻴﻤﺔ ﺍﳌﻌﺮﻓﺔ ﻛﻌﺎﻣﻞ ﻣﻦ ﻋﻮﺍﻣﻞ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻓﺈﻥ ﺳﻌﻲ‬

‫‪220‬‬
‫‪‬‬

‫ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱄ ﺍﻻﺳﺘﺰﺍﺩﺓ ﻣﻦ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻳﻌﻤﻞ ﻋﲇ ﲢﻔﻴﺰ ﺍﳌﻌﺮﻓﺔ‬

‫ﰲ ﺍﻷﻗﻄﺎﺭ ﺍﳌﺼﺪﺭﺓ ﳍﺎ‪ ،‬ﰲ ﺣﲔ ﳜﻨﻘﻬﺎ ﻋﲇ ﺍﳌﺴﺘﻮﻱ ﺍﳌﺤﲇ‪ .‬ﻭﻋﻠﻴﻪ‬
‫ﻳﻌﻤﻞ ﺍﻫﺘﲈﻡ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﳌﻌﺮﻓﺔ ﻋﲇ ﺗﻘﻠﻴﺺ ﺍﻟﻔﺠﻮﺓ ﺍﻟﻘﺎﺋﻤﺔ ﺑﻴﻨﻬﺎ‬
‫ﻭﺑﲔ ﺍﻟﺪﻭﻝ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﻳﻨﻔﻖ ﺑﻌﻀﻬﺎ ﻣﺎ ﻳﺰﻳﺪ ﻋﻦ ‪ %٢٠‬ﰲ ﺍﺳﺘﻴﻌﺎﺏ‬
‫ﺍﳌﻌﺮﻓﺔ ﻭﺍﻛﺘﺴﺎﲠﺎ ﻭﻧﴩﻫﺎ‪ .‬ﺇﺫ ﺍﳌﺤﺎﻓﻈﺔ ﻋﲇ ﻣﻌﺪﻻﺕ ﻧﻤﻮ ﻃﻮﻳﻞ ﺍﳌﺪﻱ ﰲ‬
‫ﺩﻭﻝ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻳﻌﺘﻤﺪ ﻋﲇ ﺍﻷﺳﺎﺱ ﺍﳌﻌﺮﰲ)‪.(١‬‬
‫ﻭﻫﻮ ﻣﺎ ﺃﺗﺎﺡ ﳍﺎ‪:‬‬
‫* ﺇﻗﺎﻣﺔ ﻣﻨﺎﺥ ﻣﻼﺋﻢ ﻣﺴﺎﻋﺪ ﻋﲇ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‪.‬‬
‫* ﺇﻗﺎﻣﺔ ﻧﻈﺎﻡ ﺗﻌﻠﻴﻤﻲ ﻣﺘﺎﺡ ﳉﻤﻴﻊ ﴍﺍﺋﺢ ﺍﳌﺠﺘﻤﻊ ﻭﺃﺟﻴﺎﻟﻪ ﳑﻜﻨ ﹰﺎ‬
‫ﺇﻳﺎﻫﻢ ﻣﻦ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺇﻧﺘﺎﺟﻬﺎ‪.‬‬
‫* ﺍﻟﻘﻀﺎﺀ ﻋﲇ ﺍﻷﻣﻴﺔ ﺑﻤﺨﺘﻠﻒ ﺃﺷﻜﺎﳍﺎ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺍﻟﻨﻬﻮﺽ ﺑﻤﺴﺘﻮﻱ‬
‫ﺍﻟﺜﻘﺎﻓﺔ ﻭﻣﺆﺳﺴﺎﲥﺎ‪.‬‬
‫* ﺗﻮﻓﲑ ﻗﻮﺓ ﻋﻤﻞ ﻣﺘﺰﺍﻳﺪﺓ ﻣﺘﻤﻜﻨﺔ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﻭﻗﺎﺩﺭﺓ ﻋﲇ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪.‬‬
‫* ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻮﻇﻴﻔﻬﺎ ﻭﺗﺴﻮﻳﻘﻬﺎ ﺑﻜﻔﺎﺀﺓ ﺩﺍﺧﻞ ﺍﻟﻨﺴﻴﺞ ﺍﳌﺠﺘﻤﻌﻲ‬
‫ﻭﺧﺎﺭﺟﻪ‪.‬‬

‫)‪ (١‬ﺣﻴﺪﺭ ﻋﺒﺪ ﺍﷲ ﺣﺴﲔ‪ ،‬ﺍﻷﺩﻭﺍﺭ ﺍﳉﺪﻳﺪﺓ ﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ ﰲ ﻇﻞ‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﳎﻠﺔ ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻷﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺍﻟﻌﺪﺩ ‪،٢١‬‬
‫‪ ،٢٠٠٤‬ﺹ‪.٣٥‬‬

‫‪221‬‬
 ‫‪‬‬

‫ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻷﺯﻣﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﺘﻲ ﺗﻌﺎﲏ ﻣﻨﻬﺎ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻲ ﰲ‬

‫ﺟﺰﺀ ﻣﻨﻬﺎ ﺃﺯﻣﺔ ﻣﻌﺮﻓﻴﺔ‪ .‬ﻭﳍﺬﺍ ﺍﻋﺘﱪ ﺯﻋﲈﺀ ﺍﻟﻌﺎﱂ ﻋﻨﺪ ﺇﻗﺮﺍﺭﻫﻢ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻹﻧﲈﺋﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺃﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺳﺘﻜﻮﻥ ﺃﺩﺍﺓ‬
‫ﻟﻠﻮﻓﺎﺀ ﺑﺠﻤﻴﻊ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺜﲈﻧﻴﺔ‪ .‬ﻭﻣﻨﻪ ﻓﺈﻥ ﲢﺴﲔ ﺍﻟﻮﺻﻮﻝ ﺇﱄ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻳﻤﻜﻦ ﺃﻥ ﳛﺴﻦ ﳑﺎﺭﺳﺎﺕ ﺍﻟﺰﺭﺍﻋﺔ ﻭﻳﺴﺎﻋﺪ ﰲ‬
‫ﺃﻋﲈﻝ ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺼﻐﲑﺓ ﺟﺪ ﹰﺍ‪ .‬ﻭﰲ ﻧﻔﺲ ﺍﻻﲡﺎﻩ ﺃﻗﺮﺕ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﰲ‬
‫ﺧﻄﺘﻬﺎ ﻟﻠﺘﻨﻤﻴﺔ ﳌﺎ ﺑﻌﺪ ‪ ٢٠١٥‬ﺿﻤﻦ ﺃﻭﻟﻮﻳﺎﲥﺎ ﺍﻹﻗﻠﻴﻤﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺒﻠﺪﺍﻥ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻫﺪﻑ ﺗﻌﺠﻴﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱄ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‬
‫ﻭﲢﺴﲔ ﺍﳌﻌﺎﺭﻑ‪.‬‬
‫ﻳﻨﻈﺮ ﺇﱄ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻋﲇ ﺃﻧﻪ ﻓﺮﺻﺔ ﻟﺘﺜﺒﻴﺖ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﰲ‬
‫ﺑﻠﺪﺍﳖﺎ ﺍﻷﺻﻠﻴﺔ ﻭﻳﺴﺎﻋﺪ ﰲ ﺍﺳﺘﻘﻄﺎﺏ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﻬﺎﺟﺮﺓ ﻣﻨﻬﺎ ﺑﺪﻻﹰ ﻣﻦ‬
‫ﻣﻐﺎﺭﺩﲥﺎ ﻟﻠﻤﻨﻄﻘﺔ‪ ،‬ﻓﻀ ﹰ‬
‫ﻼ ﻋﻦ ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺭﺑﻂ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳉﺎﻣﻌﺎﺕ‬
‫ﻭﻣﺮﺍﻛﺰ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻣﻦ ﺟﻬﺔ ﻭﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻣﻦ ﺟﻬﺔ‬
‫ﺃﺧﺮﻱ‪ ،‬ﳌﺎ ﻟﻪ ﻣﻦ ﺍﻧﻌﻜﺎﺳﺎﺕ ﺇﳚﺎﺑﻴﺔ ﻋﲇ ﺍﻟﻄﺮﻓﲔ‪ .‬ﻓﻠﻘﺪ ﺑﻴﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺳﻨﺔ ‪ ٢٠٠٠‬ﻋﲇ ﻋﻴﻨﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳉﺎﻣﻌﺎﺕ‬ ‫‪Lee‬‬ ‫ﺍﻟﺘﻲ ﺃﺟﺮﺍﻫﺎ‬
‫ﺍﻷﻣﺮﻳﻜﻴﺔ ﺃﻥ ﳏﻔﺰﺍﺕ ﺍﻟﺘﻌﺎﻭﻥ ﺑﻴﻨﻬﺎ‪ ،‬ﻳﻤﻜﻦ ﺗﻠﺨﻴﺼﻬﺎ ﻓﻴﲈ ﻳﲇ)‪:(١‬‬

‫)‪ (١‬ﺩﻭﻳﺲ ﳏﻤﺪ ﺍﻟﻄﻴﺐ‪ ،‬ﳏﺎﻭﻟﺔ ﺗﺸﺨﻴﺺ ﻭﺗﻘﻴﻴﻢ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻮﻃﻨﻲ ﻟﻼﺑﺘﻜﺎﺭ ﰲ ﺍﳉﺰﺍﺋﺮ‬
‫ﺧﻼﻝ ﺍﻟﻔﱰﺓ ﻣﻦ ‪ ،٢٠٠٩-١٩٩٤‬ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﻩ‪ ،‬ﺟﺎﻣﻌﺔ ﻭﺭﻗﻠﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪،٢٠١٢ ،‬‬
‫ﺹ‪.١٤٣‬‬

‫‪222‬‬
‫‪‬‬

‫‪HQI‬‬
‫‪@ÚÓubn„⁄a@pbéç˚‡€aÎ@pb»flbv€a@ÂÓi@ÊÎb»n€a@åœaÏy‬‬

‫‪@pbéç˚‡€a@åœaÏy‬‬ ‫‪@pb»flbv€a@åœaÏy‬‬
‫ﺣﻞ ﻣﺸﺎﻛﻞ ﳏﺪﺩﺓ ﺫﺍﺕ ﻃﺎﺑﻊ ﺗﻘﻨﻲ ﺃﻭ‬ ‫ﺍﳊﺼﻮﻝ ﻋﲇ ﲤﻮﻳﻼﺕ ﻷﺑﺤﺎﺛﻬﺎ‬
‫ﺗﺼﻤﻴﻤﻲ‬ ‫ﺍﺧﺘﺒﺎﺭ ﺗﻄﺒﻴﻘﻲ ﻋﻤﲇ‬
‫ﺗﻄﻮﻳﺮ ﻣﻨﺘﺠﺎﺕ ﺟﺪﻳﺪﺓ ﺃﻭ ﺇﺟﺮﺍﺀﺍﺕ‬ ‫ﺍﻟﺒﺪﺀ ﰲ ﻣﴩﻭﻉ ﺑﺤﺚ‬
‫ﺟﺪﻳﺪﺓ‬ ‫ﻣﺘﺎﺑﻌﺔ ﺍﳌﻬﻤﺔ ﺍﳉﺎﻣﻌﻴﺔ‬
‫ﺍﻟﻘﻴﺎﻡ ﺑﺒﺤﺚ ﻳﻤﻜﻦ ﺃﻥ ﻳﺆﺩﻱ ﺇﱄ ﺑﺮﺍﺀﺓ‬ ‫ﺍﺳﺘﻬﺪﺍﻑ ﺇﻣﻜﺎﻧﻴﺎﺕ ﻓﺮﺹ ﺃﻋﲈﻝ‬
‫ﺍﺧﱰﺍﻉ‬
‫ﺍﳊﺼﻮﻝ ﻋﲇ ﻣﻌﺎﺭﻑ ﴐﻭﺭﻳﺔ ﻟﻠﺘﻌﻠﻴﻢ‬
‫ﲢﺴﲔ ﺟﻮﺩﺓ ﻣﻨﺘﺞ‬
‫ﺇﳚﺎﺩ ﻓﺮﺹ ﻋﻤﻞ ﻟﻠﻄﻠﺒﺔ‬
‫ﺗﻮﺟﻴﻪ ﺃﺟﻨﺪﺓ ﺍﻟﺒﺤﺚ‬
‫ﲤﻮﻳﻞ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﻣﺴﺎﻋﺪﻱ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﱄ ﺍﻷﺑﺤﺎﺙ ﺍﳉﺪﻳﺪﺓ‬
‫ﺍﳌﺤﺎﻓﻈﺔ ﻋﲇ ﺍﻟﻌﻼﻗﺔ ﻭﺍﻻﺗﺼﺎﻝ‬
‫ﺑﺎﳉﺎﻣﻌﺎﺕ‬
‫ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺒﺤﺚ ﲠﺪﻑ ﺇﳚﺎﺩ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺟﺪﻳﺪﺓ‬
‫ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺒﺤﺚ ﺍﻷﺳﺎﳼ‬
‫ﺗﻮﻇﻴﻒ ﻃﻠﺒﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‬

‫ﻳﺘﻴﺢ ﺍﻟﺘﺤﻮﻝ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻧﺤﻮ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﺇﱄ ﺯﻳﺎﺩﺓ ﺍﻟﻘﻴﻤﺔ‬

‫ﺍﳌﻀﺎﻓﺔ ﳌﻨﺘﺠﺎﲥﺎ‪ ،‬ﻧﺘﻴﺠﺔ ﲤﻜﻨﻬﺎ ﻣﻦ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﺼﺤﻴﺤﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺣﺴﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱄ ﻛﻮﻧﻪ ﻳﺴﺎﻋﺪ ﰲ ﺇﻗﺎﻣﺔ ﺛﻘﺎﻓﺔ ﻣﻨﻔﺘﺤﺔ‬
‫ﻋﲇ ﺍﻟﻌﺎﱂ ﺍﻟﺮﻗﻤﻲ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﻌﻤﻞ ﻋﲇ ﺇﺯﺍﻟﺔ ﺍﳌﺨﺎﻭﻑ ﺍﻟﺘﻲ ﺗﻌﻴﻖ ﺳﻼﻣﺔ‬

‫)‪ (١‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ‪.١٤٣‬‬

‫‪223‬‬
 ‫‪‬‬

‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻻﻗﺘﺼﺎﺩ‪ .‬ﻭﻫﻮ ﻓﺮﺻﺔ ﻟﻨﺸﻮﺀ ﻣﻨﻈﲈﺕ ﺃﻋﲈﻝ‬

‫ﺟﺪﻳﺪﺓ ﺗﺘﻴﺢ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺃﻧﲈﻁ ﺟﺪﻳﺪﺓ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ ﻗﺎﺩﺭﺓ ﻋﲇ‬
‫ﺍﺳﺘﻐﻼﻝ ﺍﳌﻮﺍﺭﺩ ﺍﳌﻌﺮﻓﻴﺔ ﻟﺘﻮﻟﻴﺪ ﺍﻟﻘﻴﻢ ﺍﳌﻀﺎﻓﺔ ﰲ ﺍﲡﺎﻩ ﺗﻘﻠﻴﺺ ﺍﻟﻔﺠﻮﺓ‬
‫ﺍﻟﺮﻗﻤﻴﺔ ﻭﺍﺳﺘﻬﺪﺍﻑ ﺃﺳﻮﺍﻕ ﺟﺪﻳﺪﺓ ﺑﺘﺠﺎﻭﺯ ﺣﻮﺍﺟﺰ ﺗﺪﻓﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ)‪.(١‬‬
‫‪ -٢‬ﺍﻟﺒﻌﺪ ﺍﻷﻣﻨﻲ ﳌﺠﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺗﻌﺘﱪ ﺍﳌﻨﻄﻘﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺧﺎﺻﺔ‬
‫ﺍﻟﴩﻕ ﺍﻷﻭﺳﻂ ﻣﻨﻬﺎ ﻣﻦ ﺍﳌﻨﺎﻃﻖ ﺍﳊﺴﺎﺳﺔ ﻟﻸﺧﻄﺎﺭ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪،‬‬
‫ﻓﻘﻄﺎﻉ ﺍﻟﻄﺎﻗﺔ ﻳﻌﺘﱪ ﻫﺪﻓ ﹰﺎ ﻣﻔﻀ ﹰ‬
‫ﻼ ﻟﻠﻘﺮﺍﺻﻨﺔ‪ .‬ﻓﻔﻲ ﻇﻞ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺮﻗﻤﻲ‬
‫ﻣﺎ ﻓﺘﺌﺖ ﺍﳍﺠﻮﻣﺎﺕ ﻭﺍﻻﻋﺘﺪﺍﺀﺍﺕ ﺍﻻﻟﻜﱰﻭﻧﻴﺔ ﺗﺘﺰﺍﻳﺪ ﺑﺪﻭﺍﻓﻊ ﺳﻴﺎﺳﻴﺔ‪،‬‬
‫ﺍﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻓﻀﻮﻟﻴﺔ ﻭﺷﺨﺼﻴﺔ‪ ،‬ﻭﻛﻠﻪ ﺗﺘﺠﻪ ﻧﺤﻮ ﺍﳍﻴﺎﻛﻞ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﺍﻟﺒﻨﻲ‬
‫ﺍﳊﺴﺎﺳﺔ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺎﻟﻴﺔ ﻭﺍﳍﻴﺌﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ‪ .‬ﻭﺗﺸﱰﻙ ﻫﺬﻩ ﺍﳍﺠﲈﺕ‬
‫ﰲ ﺍﻟﺴﻌﻲ ﺇﱄ ﺇﳊﺎﻕ ﺍﻷﴐﺍﺭ ﺑﺄﻧﻈﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻠﱪﺍﻣﺞ‬
‫ﺍﳋﺒﻴﺜﺔ‪ ،‬ﺑﺮﺍﻣﺞ ﺍﳉﻮﺳﺴﺔ‪ ،‬ﺇﻋﱰﺍﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻣﻨﻊ ﺗﻘﺪﻳﻢ ﺍﳋﺪﻣﺎﺕ‪.‬‬
‫ﻭﻣﺎ ﻓﺘﺊ ﺣﺠﻢ ﻫﺬﻩ ﺍﻻﻋﺘﺪﺍﺀﺍﺕ ﻳﺰﺩﺍﺩ ﺑﺸﻜﻞ ﺧﻄﲑ‪ ،‬ﻓﻠﻘﺪ ﺍﺭﺗﻔﻌﺖ‬
‫ﺍﻻﻋﺘﺪﺍﺀﺍﺕ ﺍﻻﻟﻜﱰﻭﻧﻴﺔ ﻋﱪ ﺍﻟﻌﺎﱂ ﺣﺴﺐ ﺍﻟﴩﻛﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺍﳌﺨﺘﺼﺔ‬
‫‪ Symanc‬ﺑﻨﺴﺒﺔ ‪ %٧١‬ﺳﻨﺔ ‪ ٢٠٠٩‬ﻣﻘﺎﺭﻧﺔ ﺑﺴﻨﺔ ‪ .٢٠٠٨‬ﻭﻫﺬﺍ ﻣﺎ ﺟﻌﻞ‬

‫)‪ (١‬ﻧﺒﻴﻞ ﻋﲇ‪ ،‬ﻧﺎﺩﻳﺔ ﺣﺠﺎﺯﻱ‪ ،‬ﺍﻟﻔﺠﻮﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ :‬ﺭﺅﻳﺔ ﻋﺮﺑﻴﺔ ﳌﺠﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ‬
‫ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺍﳌﺠﻠﺲ ﺍﻟﻮﻃﻨﻲ ﻟﻠﺜﻘﺎﻓﺔ ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍﻟﻌﺪﺩ ‪،٢٠٠٥ ،٣١٨‬‬
‫ﺹ ﺹ ‪.٥٦٨-٥٦٤‬‬

‫‪224‬‬
‫‪‬‬

‫ﻣﺮﺻﺪ ﺍﻟﻌﺎﱂ ﺍﻟﺴﱪﻧﺘﻴﻜﻲ ﰲ ﺗﻘﺮﻳﺮﻩ ﻟﺸﻬﺮ ﻣﺎﺭﺱ ‪ ٢٠١٣‬ﻳﻘﺪﺭ ﺣﺠﻢ‬

‫ﺳﻮﻕ ﺍﻷﻣﻦ ﺍﻟﺮﻗﻤﻲ ﰲ ﺍﻟﻌﺎﱂ ﺑﻜﻮﻧﻪ ﻳﺼﻞ ﺇﱄ ‪ ٦٨٫٣‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ‪.‬‬
‫ﺗﱰﻙ ﺍﻻﻋﺘﺪﺍﺀﺍﺕ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ ﺁﺛﺎﺭﻫﺎ ﻋﲇ ﺛﻼﺛﺔ ﺟﻮﺍﻧﺐ‪:‬‬
‫· ﺍﳉﺎﻧﺐ ﺍﻟﻌﻤﲇ‪ :‬ﺑﺎﻋﺘﺒﺎﺭ ﺗﻮﻗﻒ ﻧﺸﺎﻁ ﻣﺪﻳﺮﻳﺔ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻳﺆﺩﻱ ﺇﱄ ﺗﻮﻗﻒ ﺃﻭ ﺗﺄﺧﺮ ﺍﻧﺘﺎﺟﻴﺔ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺣﺘﻲ ﻭﻟﻮ ﱂ ﻳﻜﻦ ﻧﺸﺎﻃﻬﺎ‬
‫ﻳﻌﺘﻤﺪ ﻛﻠﻴﺔ ﻭﻣﺒﺎﴍﺓ ﻋﲇ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ .‬ﺫﻟﻚ ﺃﻥ ﺗﻌﺮﺽ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺴﲑ ﺍﳊﺴﻦ ﻟﻠﻤﺆﺳﺴﺔ ﺑﺎﻟﴪﻗﺔ‪ ،‬ﺍﳊﺬﻑ ﺃﻭ ﺍﻟﺘﻐﻴﲑ ﻳﻌﻤﻞ ﻋﲇ‬
‫ﺗﻀﻴﻴﻊ ﺍﻟﻮﻗﺖ‪ ،‬ﺍﳉﻬﺪ ﻭﺍﻟﻔﺮﺹ‪ .‬ﻓﺎﻟﻘﺮﺍﺭﺍﺕ ﺗﻜﻮﻥ ﻣﻜﻠﻔﺔ ﻋﻨﺪﻣﺎ ﺗﺒﻨﻲ‬
‫ﻋﲇ ﻣﻌﻠﻮﻣﺎﺕ ﺧﺎﻃﺌﺔ‪.‬‬
‫· ﺍﳉﺎﻧﺐ ﺍﳌﺎﱄ‪ :‬ﻓﺎﻻﺳﺘﺜﲈﺭ ﰲ ﺍﳉﺎﻧﺐ ﺍﳌﻌﻠﻮﻣﺎﰐ ﺟﺰﺀ ﻣﻬﻢ ﻣﻦ ﻧﺸﺎﻁ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻣﻦ ﺛﻢ ﻓﺈﻥ ﺗﺪﻫﻮﺭ ﺣﺎﻟﺘﻬﺎ ﺃﻭ ﲣﺰﻳﻨﻬﺎ ﺃﻭ ﴎﻗﺘﻬﺎ ﻳﻤﺜﻞ ﺧﺴﺎﺭﺓ‬
‫ﻛﺒﲑﺓ ﺑﺎﻟﻨﺴﺒﺔ ﳍﺎ‪ ،‬ﻭﻳﺆﺩﻱ ﺇﱄ ﺇﳚﺎﺩ ﺗﻜﺎﻟﻴﻒ ﻧﺘﻴﺠﺔ ﺍﻟﺴﻌﻲ ﺇﱄ ﺗﻌﻮﻳﺾ‬
‫ﺍﳌﻌﺪﺍﺕ ﺍﳌﻌﻄﻠﺔ‪ ،‬ﻓﻀ ﹰ‬
‫ﻼ ﻋﻦ ﺗﻜﺎﻟﻴﻒ ﺍﺳﱰﺟﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫· ﺗﴬﺭ ﺻﻮﺭﺓ ﻭﺳﻤﻌﺔ ﺍﳌﺆﺳﺴﺔ ﻟﺪﻱ ﺍﻟﺰﺑﺎﺋﻦ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ ﺇﱄ ﻓﻘﺪﺍﻥ‬
‫ﻗﻄﺎﻋﺎﺕ ﻣﻦ ﺍﻟﺴﻮﻕ‪ ،‬ﲤﺜﻞ ﻓﺎﻗﺪ ﹰﺍ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬
‫ﻭﺑﺎﻟﻌﻮﺩﺓ ﺇﱄ ﺗﺎﺭﻳﺦ ﺍﳌﻨﻄﻘﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻧﻘﻒ ﻋﲇ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺣﺪﺍﺙ‬
‫ﻭﺍﻻﻋﺘﺪﺍﺀﺍﺕ ﺍﻻﻟﻜﱰﻭﻧﻴﺔ ﻣﻨﻬﺎ‪:‬‬
‫* ﺍﻛﺘﺸﺎﻑ ﻓﲑﻭﺱ ﳞﺎﺟﻢ ‪ ٣٠‬ﺃﻟﻒ ﺣﺎﺳﻮﺏ ﻟﴩﻛﺔ ﺃﺭﺍﻣﻜﻮ‪ ،‬ﻭﻫﻲ‬

‫‪225‬‬
 ‫‪‬‬

‫ﺃﻛﱪ ﴍﻛﺔ ﰲ ﺃﻛﱪ ﺩﻭﻟﺔ ﻣﺼﺪﺭﺓ ﻟﻠﺒﱰﻭﻝ ﰲ ﺍﻟﻌﺎﱂ‪ .‬ﻭﻛﺎﻥ ﺍﳍﺪﻑ ﻣﻦ‬
‫ﺍﳍﺠﻮﻡ ﻫﻮ ﻭﻗﻒ ﺇﻧﺘﺎﺝ ﺍﻟﴩﻛﺔ‪.‬‬
‫* ﺍﻛﺘﺸﺎﻑ ﻓﲑﻭﺱ ‪ GAUSS‬ﺍﻟﺬﻱ ﻳﻤﻜﻨﻪ ﺍﻟﺘﺠﺴﺲ ﻋﲇ ﺍﳌﻌﺎﻣﻼﺕ‬
‫ﺍﳌﺎﻟﻴﺔ ﻭﺍﻟﱪﻳﺪ ﺍﻻﻟﻜﱰﻭﲏ ﻭﺃﻧﺸﻄﺔ ﻣﻮﺍﻗﻊ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻻﺟﺘﲈﻋﻲ‪،‬‬
‫ﻭﺑﺎﺳﺘﻄﺎﻋﺘﻪ ﴎﻗﺔ ﻛﻠﲈﺕ ﺍﻟﴪ ﻭﺑﻴﺎﻧﺎﺕ ﺃﺧﺮﻱ ﻣﻦ ﻣﺘﺼﻔﺤﺎﺕ ﺍﻻﻧﱰﻧﺖ‪.‬‬
‫* ﺍﻛﺘﺸﺎﻑ ﻓﲑﻭﺱ ‪ FLAME‬ﺍﻟﺬﻱ ﳞﺎﺟﻢ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﺘﻲ ﺗﻌﻤﻞ‬
‫ﺑﻨﻈﺎﻡ ﺗﺸﻐﻴﻞ ﻣﺎﻳﻜﺮﻭﺳﻮﻓﺖ ﻭﻳﻨﺪﻭﺯ ﰲ ﻓﻠﺴﻄﲔ‪ ،‬ﻣﴫ ﻭﺍﻟﺴﻮﺩﺍﻥ‪،‬‬
‫ﺇﻳﺮﺍﻥ‪ ،‬ﻟﻴﺒﻴﺎ‪ ،‬ﺳﻮﺭﻳﺎ‪ .‬ﻭﻗﺪ ﺃﺻﺎﺏ ﺍﻟﻔﲑﻭﺱ ﺣﺘﻲ ﺗﺎﺭﻳﺦ ﺍﻛﺘﺸﺎﻓﻪ ﰲ ﻣﺎﻳﻮ‬
‫‪ ٢٠١٢‬ﻧﺤﻮ ‪ ١٠٠٠‬ﺣﺎﺳﻮﺏ‪.‬‬
‫ﻛﻞ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺗﺪﻓﻊ ﺇﱄ ﴐﻭﺭﺓ ﺍﻻﻫﺘﲈﻡ ﲠﺬﻩ ﺍﳉﻮﺍﻧﺐ ﲪﺎﻳﺔ‬
‫ﻟﻼﻗﺘﺼﺎﺩ ﺍﻟﻮﻃﻨﻲ‪ ،‬ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﻣﻦ ﺟﻬﺔ ﺛﺎﻧﻴﺔ ﻟﻜﻮﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻋﻼﻡ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﺭﺍﻓﻌﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﳌﺤﻠﻴﺔ)‪.(١‬‬
‫ﻳﻤﺘﺪ ﺍﳉﺎﻧﺐ ﺍﻷﻣﻨﻲ ﺇﱄ ﺍﳌﺠﺎﻝ ﺍﻟﺜﻘﺎﰲ ﻧﺘﻴﺠﺔ ﺍﻟﺘﺄﺛﲑ ﺍﻟﻜﺒﲑ ﳌﻀﺎﻣﲔ‬
‫ﺍﳌﻮﺍﻗﻊ ﺍﻻﻟﻜﱰﻭﻧﻴﺔ ﻋﲇ ﺍﻷﻣﻦ ﺍﻟﻔﻜﺮﻱ ﻟﻸﻓﺮﺍﺩ‪ ،‬ﻓﺎﻻﺳﺘﺨﺪﺍﻡ ﺍﳌﺘﻨﺎﻣﻲ‬
‫ﳌﺜﻞ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻊ ﺟﻌﻠﻬﺎ ﺗﺴﺘﺤﻮﺫ ﻋﲇ ﺍﻫﺘﲈﻣﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻭﺟﻌﻞ ﺍﳌﻀﺎﻣﲔ‬
‫ﺍﻟﺘﻲ ﺗﻨﴩ ﻋﱪﻫﺎ ﻣﻦ ﺃﻛﺜﺮ ﺍﳌﻀﺎﻣﲔ ﺍﺳﺘﻬﻼﻛ ﹰﺎ ﻭﺗﺪﺍﻭﻻﹰ‪ .‬ﻛﲈ ﺃﻥ ﺗﻮﺍﺻﻞ‬
‫ﺍﻷﻓﺮﺍﺩ ﻭﺗﻔﺎﻋﻠﻬﻢ ﻣﻊ ﺃﻓﺮﺍﺩ ﺁﺧﺮﻳﻦ ﻣﻦ ﺩﻭﻝ ﺃﻭ ﺛﻘﺎﻓﺎﺕ ﺃﻭ ﺩﻳﺎﻧﺎﺕ‬

‫)‪ (١‬ﻋﺒﺪ ﺍﳌﺠﻴﺪ ﺍﻟﱪﻛﺔ ﻗﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.٨-٧‬‬

‫‪226‬‬
‫‪‬‬

‫ﺃﺧﺮﻱ‪ ،‬ﻣﺜﻠﲈ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﻔﻴﺪ ﹰﺍ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﺪﻣﺮ ﹰﺍ ﰲ ﻇﻞ ﺍﻧﻌﺪﺍﻡ‬

‫ﺍﻟﺒﺪﺍﺋﻞ‪ .‬ﻭﻫﻮ ﺃﻣﺮ ﻳﻈﻬﺮ ﺟﻠﻴ ﹰﺎ ﰲ ﺍﻟﻔﺘﺎﻭﻱ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ ﻭﺍﻟﻔﻮﴈ ﺍﻟﺘﻲ‬
‫ﲢﺪﺛﻬﺎ ﰲ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻇﻞ ﺿﻌﻒ ﺍﳌﺮﺟﻌﻴﺎﺕ ﻭﺍﻟﻀﻮﺍﺑﻂ)‪.(١‬‬
‫ﺗﻌﻤﻞ ﺑﻌﺾ ﺍﻟﺪﻭﻝ ﺍﻟﻐﺮﺑﻴﺔ ﻋﲇ ﺷﻦ ﲪﻼﺕ ﻭﺍﺳﻌﺔ ﺍﻟﻨﻄﺎﻕ ﻣﻦ‬
‫ﺧﻼﻝ ﻧﴩ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺃﺧﺒﺎﺭ ﺑﻘﺼﺪ ﺇﺣﺪﺍﺙ ﺍﻟﺒﻠﺒﻠﺔ ﻭﺯﻋﺰﻋﺔ ﺍﺳﺘﻘﺮﺍﺭ‬
‫ﺑﻌﺾ ﺍﻟﺪﻭﻝ‪ ،‬ﺧﺎﺻﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻨﻬﺎ‪ ،‬ﻭﺍﻟﻌﻤﻞ ﺑﺎﻟﺘﻮﺍﺯﻱ ﻋﲇ ﺣﺸﺪ ﺍﻷﻓﺮﺍﺩ‬
‫ﻭﺗﻨﻈﻴﻤﻬﻢ ﰲ ﲨﻌﻴﺎﺕ ﻭﻣﻨﻈﲈﺕ ﻭﺣﺮﻛﺎﺕ ﺗﺄﺧﺬ ﰲ ﺍﻟﻐﺎﻟﺐ ﺗﺴﻤﻴﺎﺕ‬
‫ﳐﺘﻠﻔﺔ ﻟﻠﺘﻀﻠﻴﻞ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻷﻣﻦ ﺍﻟﻘﻮﻣﻲ ﻟﻴﺲ ﳎﺮﺩ ﺣﺸﺪ ﻟﻠﺠﻨﻮﺩ ﻭﺍﻷﺳﻠﺤﺔ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﺇﻧﲈ ﻳﺮﺗﺒﻂ ﺑﺎﳌﻌﺮﻓﺔ ﻭﺍﺳﺘﻌﲈﻻﲥﺎ‪ .‬ﻭﺍﻟﻘﺪﺭﺓ ﻋﲇ ﺍﺳﺘﻐﻼﻝ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻌﻨﺒﻜﻮﺗﻴﺔ ﻭﺻﻴﺎﻧﺘﻬﺎ ﻓﻀ ﹰ‬
‫ﻼ ﻋﻦ ﺍﻟﻘﺪﺭﺓ ﻋﲇ ﻃﺮﺡ ﺍﻟﱪﳎﻴﺎﺕ‬
‫ﺍﳌﺘﻌﻠﻘﺔ ﺑﺈﺩﺍﺭﺓ ﳐﺘﻠﻒ ﺟﻮﺍﻧﺐ ﺍﳊﻴﺎﺓ)‪.(٢‬‬
‫‪ -٣‬ﺍﻟﺒﻌﺪ ﺍﻟﺜﻘﺎﰲ ﳌﺠﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺗﻌﺘﱪ ﺍﳌﻌﺮﻓﺔ ﺟﻮﻫﺮ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪،‬‬
‫ﻭﻳﻨﻈﺮ ﺇﻟﻴﻪ ﻋﲇ ﺃﻧﻪ ﻭﺳﻴﻠﺔ ﻟﻠﺘﻌﺮﻑ ﻋﲇ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﻻﻋﱰﺍﻑ ﲠﺎ‪ ،‬ﻣﺜﻞ ﺍﳋﺼﻮﺻﻴﺔ‪ ،‬ﺍﺣﱰﺍﻡ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‬

‫)‪ (١‬ﺇﺑﺮﺍﻫﻴﻢ ﺑﻌﺰﻳﺰ‪ ،‬ﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳉﺪﻳﺪﺓ ﻭﺍﻷﻣﻦ ﺍﻟﻘﻮﻣﻲ‪ :‬ﺩﺭﺍﺳﺔ ﰲ ﺩﻭﺭ ﻣﻮﺍﻗﻊ‬
‫ﺍﻟﺘﻮﺍﺻﻞ ﺍﻻﺟﺘﲈﻋﻲ ﰲ ﺯﻋﺰﻋﺔ ﺃﻣﻦ ﻭﺍﺳﺘﻘﺮﺍﺭ ﺍﻟﺪﻭﻝ‪ ،‬ﳎﻠﺔ ﺍﺳﱰﺍﺗﻴﺠﻴﺎ‪ ،‬ﳎﻠﺔ ﺻﺎﺩﺭﺓ ﻋﻦ‬
‫ﺍﳌﻌﻬﺪ ﺍﻟﻌﺴﻜﺮﻱ ﻟﻠﻮﺛﺎﺋﻖ ﻭﺍﻟﺘﻘﻮﻳﻢ ﻭﺍﻻﺳﺘﻘﺒﺎﻟﻴﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺍﻟﻌﺪﺩ‪ ،٢٠١٤ ،١‬ﺹ ‪.١٦‬‬
‫)‪ (٢‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.٢٠‬‬

‫‪227‬‬
 ‫‪‬‬

‫ﻭﺍﳌﺬﻫﺒﻴﺔ ﻭﻗﺒﻮﻝ ﺍﻵﺧﺮ ﺍﳌﺨﺘﻠﻒ‪ .‬ﻭﺗﻌﻤﻞ ﳎﺘﻤﻌﺎﺕ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺣﻴﺚ‬

‫ﻛﻮﳖﺎ ﳎﺘﻤﻌﺎﺕ ﺷﺒﻜﻴﺔ ﻋﲇ ﺗﺸﺠﻴﻊ ﺍﻟﻮﻋﻲ ﺑﺸﻜﻞ ﺃﻓﻀﻞ ﺑﺎﳌﺸﻜﻼﺕ‬
‫ﺍﻟﻜﻠﻴﺔ‪ .‬ﻭﻟﻘﺪ ﺣﻘﻘﺖ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺍﺧﱰﺍﻗ ﹰﺎ ﰲ ﳎﺎﻝ ﺍﳌﻌﺮﻓﺔ ﻧﺘﻴﺠﺔ‬
‫ﺟﻬﻮﺩﻫﺎ ﰲ ﻣﻴﺎﺩﻳﻦ ﻛﺎﻟﱰﺑﻴﺔ ﰲ ﻛﻞ ﻣﺴﺘﻮﻳﺎﲥﺎ ﻭﺍﻻﺳﺘﺪﺭﺍﻙ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‬
‫ﰲ ﻗﻄﺎﻋﺎﺕ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ)‪.(١‬‬
‫ﻭﺍﻧﻄﻼﻗ ﹰﺎ ﻣﻦ ﻛﻮﻥ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﳍﺎ ﳑﻴﺰﺍﲥﺎ ﺍﳋﺎﺻﺔ ﻓﻴﲈ ﻳﺘﻌﻠﻖ‬
‫ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻋﻠﻴﻬﺎ ﺗﺄﻣﲔ ﺍﻟﺘﻮﺍﺻﻞ ﺑﲔ ﺍﳌﻌﺎﺭﻑ ﺍﻟﺘﻲ ﺗﺘﻮﻓﺮ ﻋﻠﻴﻬﺎ ﺍﳌﺠﺘﻤﻌﺎﺕ‬
‫ﺍﻷﺧﺮﻱ‪ .‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺪﻓﻊ ﺇﱄ ﺍﻻﻫﺘﲈﻡ ﺑﺎﳌﺤﺘﻮﻱ ﺍﻟﻌﺮﰊ ﺍﻟﺬﻱ ﻫﻮ ﺃﻗﻞ‬
‫ﻣﻦ ‪ %٤٠‬ﰲ ﺃﻛﺜﺮ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻧﻀﺠ ﹰﺎ ﰲ ﳎﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻋﻼﻡ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻣﺜﻞ ﺍﻟﺴﻌﻮﺩﻳﺔ‪.‬‬
‫ﻟﻠﻤﺤﺘﻮﻱ ﺍﻟﺮﻗﻤﻲ ﺩﻭﺭ ﻛﺒﲑ ﰲ ﺍﳌﺤﺎﻓﻈﺔ ﻋﲇ ﺍﻟﻠﻐﺔ ﻭﺍﳍﻮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺍﻟﱰﺍﺙ ﺍﻟﻌﺮﰊ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﻣﺴﺎﳘﺔ ﰲ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ‪ .‬ﻛﲈ ﻳﻌﺘﱪ ﺍﳌﺤﺘﻮﻱ‬
‫ﺍﻟﺮﻗﻤﻲ ﳏﻔﺰ ﹰﺍ ﻟﻠﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻓﻠﻘﺪ ﻗﺪﺭﺕ ﻣﻨﻈﻤﺔ ﺍﻹﺳﻜﻮﺍ ﺃﻥ ﺳﻮﻕ‬
‫ﺍﳌﺤﺘﻮﻱ ﰲ ﺍﳌﻨﻄﻘﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺏ ‪ ٩٠‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ ﺳﻨﺔ ‪ ٢٠١١‬ﺇﻻ ﺃﻥ ﺣﺠﻢ‬
‫ﺳﻮﻕ ﺍﳌﺤﺘﻮﻱ ﺍﻟﻌﺮﰊ ﻫﻮ ﻓﻘﻂ ‪ ١٨‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻗﺪ ﻳﻜﻮﻥ‬
‫ﻣﻨﺴﺠ ﹰﲈ ﻣﻊ ﻛﻮﻥ ﻣﺴﺘﺨﺪﻣﻲ ﺍﻹﻧﱰﻧﺖ ﰲ ﺍﳌﻨﻄﻘﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻻ ﻳﻤﺜﻠﻮﻥ ﺇﻻ‬
‫‪ %٤٫٢‬ﻣﻦ ﳎﻤﻮﻉ ﻣﺴﺘﺨﺪﻣﻲ ﺍﻹﻧﱰﻧﺖ ﰲ ﺍﻟﻌﺎﱂ‪ .‬ﻭﻳﻌﻤﻞ ﺍﺭﺗﻔﺎﻉ ﻣﻌﺪﻝ‬
‫ﺍﻷﻣﻴﺔ ﺑﲔ ﺳﻜﺎﻥ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ‪ %٢٨‬ﻋﲇ ﺍﳊﻴﻠﻮﻟﺔ ﺩﻭﻥ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ‬

‫)‪ (١‬ﻣﻨﻈﻤﺔ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﻟﻠﱰﺑﻴﺔ ﻭﺍﻟﻌﻠﻢ ﻭﺍﻟﺜﻘﺎﻓﺔ )ﺍﻟﻴﻮﻧﺴﻜﻮ(‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ‪.٤٥‬‬

‫‪228‬‬
‫‪‬‬

‫ﻫﺬﻩ ﺍﳌﺤﺘﻮﻳﺎﺕ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺗﻮﺍﺿﻌﻬﺎ ﰲ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ‬

‫ﺍﻻﻫﺘﲈﻡ ﺑﺎﳌﺤﺘﻮﻱ ﻛﺜﻴﻒ ﺍﻟﺼﻮﺭﺓ ﺇﺣﺪﻱ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺴﺎﻋﺪﺓ ﻋﲇ ﲡﺎﻭﺯ‬
‫ﻋﻘﺒﺔ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻳﺴﺎﻋﺪ ﺍﻟﻮﺿﻊ ﺍﳌﺎﺩﻱ ﺍﳌﺮﻳﺢ ﻟﺒﻌﺾ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ ﻋﲇ‬
‫ﺭﻗﻤﻨﺔ ﻛﺘﺐ ﺍﻟﱰﺍﺙ ﻭﺍﳌﺨﻄﻮﻃﺎﺕ‪.‬‬
‫ﻳﻌﻤﻞ ﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻋﲇ ﺍﻻﻗﺘﻨﺎﻉ ﺑﴬﻭﺭﺓ ﺗﻮﻓﲑ ﺣﺮﻳﺔ‬
‫ﺍﻟﺘﻔﻜﲑ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ ﻭﺍﻟﻌﺪﺍﻟﺔ ﰲ ﺗﻮﺯﻳﻊ ﺍﳌﻌﺮﻓﺔ ﺑﲔ ﳐﺘﻠﻒ ﺃﻃﻴﺎﻑ‬
‫ﺍﳌﺠﺘﻤﻊ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﺴﻤﺢ ﻟﻠﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺘﻌﻤﻴﻢ ﺍﻟﻮﻋﻲ ﻭﺍﻟﺜﻘﺎﻓﺔ ﰲ‬
‫ﺍﳊﻴﺎﺓ ﻭﺍﳌﲈﺭﺳﺔ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻛﲈ ﻳﻌﻤﻞ ﻋﲇ ﺇﳚﺎﺩ ﺛﻘﺎﻓﺔ ﺗﺜﻤﻦ ﻣﻨﺘﺠﻲ ﺍﳌﻌﺎﺭﻑ‬
‫ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﻋﲇ ﺇﳚﺎﺩ ﳏﺘﻮﻱ ﻋﺮﰊ ﻟﻠﻤﻌﺮﻓﺔ ﳛﺎﻓﻆ ﻋﲇ ﻗﻴﻢ ﺍﳍﻮﻳﺔ‬
‫ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ .‬ﻛﲈ ﻳﻌﻤﻞ ﻫﺬﺍ ﺍﻟﺘﺤﻮﻝ ﻋﲇ ﺍﻻﻗﺘﻨﺎﻉ ﺑﴬﻭﺭﺓ‬
‫ﻣﻮﺍﻛﺒﺔ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﳊﺎﺟﺔ ﺇﱄ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺴﺘﻤﺮ‪ ،‬ﻓﻀ ﹰ‬
‫ﻼ ﻋﻦ‬
‫ﺑﻨﺎﺀ ﺷﺨﺼﻴﺔ ﻣﺴﺘﻘﻠﺔ ﺗﻘﺪﻡ ﺻﻮﺭﺓ ﺇﳚﺎﺑﻴﺔ ﻋﻦ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻭﻧﺘﻴﺠﺔ ﻟﻠﺘﻮﺳﻊ ﺍﳉﻐﺮﺍﰲ ﻟﻠﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻜﺎﻟﻴﻒ ﺇﻗﺎﻣﺔ ﺍﳉﺎﻣﻌﺎﺕ‬
‫ﰲ ﺍﻷﻗﺎﻟﻴﻢ ﺍﻟﻨﺎﺋﻴﺔ‪ ،‬ﻳﻜﻮﻥ ﻣﻦ ﺍﳌﻔﻴﺪ ﺍﻋﺘﲈﺩ ﺍﳉﺎﻣﻌﺎﺕ ﻣﻌﺎﻫﺪ ﻟﻠﺘﻌﻠﻢ ﻋﻦ‬
‫ﺑﻌﺪ‪ ،‬ﻭﺟﻌﻞ ﺍﻟﺸﺒﻜﺔ ﺃﺩﺍﺓ ﻟﻠﻮﺻﻮﻝ ﺇﱄ ﺍﻟﻄﻼﺏ ﰲ ﺍﳌﻨﺎﻃﻖ ﺍﻟﻨﺎﺋﻴﺔ ﻭ‬
‫ﺍﳌﻌﺰﻭﻟﺔ ﺍﻟﺬﻳﻦ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺣﻀﻮﺭ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ .‬ﻭﺗﺰﺩﺍﺩ ﺍﳊﺎﺟﺔ‬
‫ﺇﱄ ﺗﻄﻮﻳﺮ ﳏﺘﻮﻱ ﻣﻌﺮﰲ ﻋﺮﰊ ﺍﻧﻄﻼﻗ ﹰﺎ ﻣﻦ ﺩﻭﺍﻓﻊ ﺗﻘﻠﻴﺺ ﺗﻜﺎﻟﻴﻒ ﺍﺳﺘﲑﺍﺩ‬
‫ﻣﻨﺘﺠﺎﺕ ﺻﻨﺎﻋﺔ ﺍﳌﺤﺘﻮﻱ‪ ،‬ﺑﻔﻌﻞ ﺍﻷﻋﺒﺎﺀ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﰲ ﻇﻞ‬
‫ﺍﻟﺘﺰﺍﻡ ﻣﻌﻈﻢ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻤﺒﺎﺩﺉ ﺍﳊﲈﻳﺔ ﺍﳌﻨﺼﻮﺹ ﻋﻠﻴﻬﺎ ﰲ ﻣﻮﺍﺛﻴﻖ‬

‫‪229‬‬
 ‫‪‬‬

‫ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﻠﺘﺠﺎﺭﺓ‪.‬‬

‫‪ -٤‬ﺍﻟﺒﻌﺪ ﺍﻹﺩﺍﺭﻱ ﳌﺠﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ :‬ﻳﺴﻤﺢ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‬
‫ﻟﻠﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺈﴍﺍﻙ ﺃﻋﺪﺍﺩ ﺃﻛﱪ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﺍﳌﻌﺎﺭﻑ ﺑﻔﻀﻞ ﺣﺮﻳﺔ ﺗﺪﺍﻭﳍﺎ‪ .‬ﻭﻋﻦ ﻃﺮﻳﻖ ﺍﳌﻌﺎﺭﻑ ﻳﺴﺘﻄﻴﻊ ﺍﳉﻤﻬﻮﺭ‬
‫ﳑﺎﺭﺳﺔ ﺣﻘﻮﻗﻪ ﻭﻣﺴﺆﻭﻟﻴﺎﺗﻪ‪ .‬ﻛﲈ ﻳﺴﻤﺢ ﺫﻟﻚ ﺑﺈﻋﺎﺩﺓ ﺗﻨﻈﻴﻢ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺑﺎﻻﻋﺘﲈﺩ ﺃﻛﺜﺮ ﻋﲇ ﺍﻟﺘﻨﻈﻴﲈﺕ ﺍﻟﺸﺒﻜﻴﺔ‪ ،‬ﳑﺎ ﻳﻮﻟﺪ ﺍﳊﺎﺟﺔ ﺇﱄ ﻓﺌﺎﺕ ﺟﺪﻳﺪﺓ‬
‫ﻣﻦ ﺍﻹﺩﺍﺭﻳﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﺘﻄﻠﺐ ﺇﺻﻼﺣ ﹰﺎ ﺷﺎﻣ ﹰ‬
‫ﻼ ﻟﻠﻤﻨﻈﻮﻣﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ‪.‬‬
‫ﻭﻳﺘﻴﺢ ﻭﺟﻮﺩ ﳎﺘﻤﻌﺎﺕ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺇﻗﺎﻣﺔ ﺇﺩﺍﺭﺓ ﺇﻟﻜﱰﻭﻧﻴﺔ‬
‫ﺗﺴﺘﻄﻴﻊ ﺍﳌﺴﺎﳘﺔ ﰲ ﺗﻮﺳﻴﻊ ﺍﳌﲈﺭﺳﺔ ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻴﺔ ﻋﱪ ﺍﻟﺸﺒﻜﺎﺕ ﻭﲤﻜﲔ‬
‫ﴍﺍﺋﺢ ﺃﺧﺮﻱ ﻣﻦ ﺍﳌﺠﺘﻤﻊ‪ ،‬ﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻟﴩﺍﺋﺢ ﺍﳌﺮﺃﺓ ﻣﻊ ﺍﳊﻔﺎﻅ ﻋﲇ‬
‫ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﻠﺸﻌﻮﺏ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻛﲈ ﻳﻌﻤﻞ ﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‬
‫ﻋﲇ ﲢﻮﻳﻞ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳌﻨﻈﲈﺕ ﺇﱄ ﻣﻨﻈﲈﺕ ﻣﺘﻌﻠﻤﺔ‪ ،‬ﺗﺮﻛﺰ ﻋﲇ ﺍﻟﻌﻤﻞ‬
‫ﺍﳉﲈﻋﻲ ﰲ ﻓﻬﻢ ﺍﳌﻬﺎﻡ ﺍﳌﻨﺎﻃﺔ ﲠﻢ ﻣﻊ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﻌﺎﺭﻑ ﻭﻣﻬﺎﺭﺍﺕ‬
‫ﻛﻞ ﻣﻨﻬﻢ ﰲ ﺍﻟﻘﻴﺎﻡ ﺑﺎﳌﻬﺎﻡ ﻭﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‪.‬‬
‫ﻳﺴﺎﻫﻢ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻧﻀﺎﺝ ﺃﻓﻜﺎﺭ ﺍﻷﻓﺮﺍﺩ ﻧﺘﻴﺠﺔ ﺍﻟﺘﻮﺍﺭﺩ‬
‫ﺍﻟﻼﳏﺪﻭﺩ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻷﺧﺒﺎﺭ ﻭﺍﻵﺭﺍﺀ ﻣﻊ ﺍﻹﻃﻼﻉ ﻋﲇ ﲡﺎﺭﺏ‬
‫ﺍﻟﺸﻌﻮﺏ ﺍﻷﺧﺮﻱ)‪.(١‬‬
‫)‪ (١‬ﻋﺒﺪ ﺍﳌﺠﻴﺪ ﺍﻟﱪﻛﺔ ﻗﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ﺹ ‪.١٠-٩‬‬

‫‪230‬‬
‫‪‬‬

‫‪Ú‡mbÇ€a‬‬

‫ﺧﺘﺎﻣ ﹰﺎ‪ ،‬ﻻ ﺟﺮﻡ ﺃﻥ ﺍﳌﻌﺮﻓﺔ ﺃﺿﺤﺖ ﺗﺸﻜﻞ ﻣﻮﺟﻮﺩ ﹰﺍ ﺃﺳﺎﺳﻴ ﹰﺎ‬
‫ﻭﻣﻮﺭﺩ ﹰﺍ ﻫﺎﻣ ﹰﺎ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﻪ ﺧﺼﻮﺻﻴﺘﻪ‪ ،‬ﺑﻞ ﺃﺻﺒﺤﺖ ﺍﳌﻮﺭﺩ‬
‫ﺍﻻﺳﱰﺍﺗﻴﺠﻲ ﺍﳉﺪﻳﺪ ﰲ ﺍﳊﻴﺎﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﺗﱪﺯ ﻣﻌﺎﱂ ﺍﻷﳘﻴﺔ ﺍﻟﻘﺼﻮﻱ‬
‫ﳍﺬﺍ ﺍﳌﻮﺟﻮﺩ ﻣﻦ ﺣﻘﻴﻘﺘﲔ ﺭﺋﻴﺴﻴﺘﲔ ﻣﻔﺎﺩﻫﺎ‪ :‬ﺃﻥ ﺍﻟﱰﺍﻛﻢ ﺍﳌﻌﺮﰲ ﺍﻹﻧﺴﺎﲏ‪،‬‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﻲ ﻧﺘﺠﺖ ﻋﻦ ﻫﺬﺍ ﺍﻟﱰﺍﻛﻢ ﻗﺪ ﺃﺳﻔﺮﺕ ﻋﻦ‬
‫ﲢﺴﲔ ﻣﺴﺘﻮﻳﺎﺕ ﺍﳌﻌﻴﺸﺔ ﻭﲢﻘﻴﻖ ﺍﻟﺮﻓﺎﻫﻴﺔ ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍﻟﺘﻲ‬
‫ﺃﻓﻠﺤﺖ ﰲ ﺗﻄﻮﻳﻊ ﺗﻠﻚ ﺍﳌﻌﺎﺭﻑ ﺍﳌﱰﺍﻛﻤﺔ‪ ،‬ﻭﲡﺪﻳﺪﻫﺎ ﻭﲢﺪﻳﺜﻬﺎ ﺑﺎﺳﺘﻤﺮﺍﺭ‬
‫ﻭﻭﺿﻊ ﺍﻟﻨﻈﻢ ﺍﻟﻔﻌﺎﻟﺔ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ‪ ،‬ﺍﺳﺘﻄﺎﻋﺖ ﺃﻣﻢ ﺃﻥ ﺗﺘﻔﻮﻕ ﻋﲇ‬
‫ﺃﻣﻢ ﺃﺧﺮﻱ ﺗﻘﺪﻣ ﹰﺎ ﻭﺗﻨﻤﻴﺔ‪ ،‬ﻭﺑﻨﺎﺀ ﺇﻣﻜﺎﻧﺎﺕ ﻣﺘﺠﺪﺩﺓ‪ ،‬ﺃﻡ ﺍﳊﻘﻴﻘﺔ ﺍﻟﺜﺎﻧﻴﺔ‪:‬‬
‫ﻓﱰﺗﺒﻂ ﺑﺎﻟﺘﻄﻮﺭ ﺍﳍﺎﺋﻞ ﻭﺍﻟﴪﻳﻊ ﰲ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻧﻈﻢ ﺍﻻﺗﺼﺎﻻﺕ‬
‫ﻭﺗﻄﺒﻴﻘﺎﲥﺎ‪ ،‬ﻭﺍﻧﺘﺸﺎﺭﻫﺎ ﺑﺘﻜﺎﻟﻴﻒ ﻣﻌﻘﻮﻟﺔ ﻋﲇ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﻏﲑ ﳏﺪﻭﺩ‪،‬‬
‫ﻭﺗﻔﻌﻠﻴﻬﺎ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻌﺮﻓﺔ ﺑﻴﴪ ﻭﺳﻬﻮﻟﺔ ﻭﴎﻋﺔ‪ ،‬ﺑﻌﻴﺪ ﹰﺍ ﻋﻦ ﻗﻴﻮﺩ‬
‫ﺍﳊﺪﻭﺩ ﻭﻣﺸﻘﺔ ﺍﳌﺴﺎﻓﺎﺕ‪ ،‬ﻓﻘﺪ ﻓﺘﺤﺖ ﻫﺬﻩ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺃﺑﻮﺍﺑ ﹰﺎ ﺟﺪﻳﺪﺓ‬
‫ﻻﻧﺘﺸﺎﺭ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻓﻮﺍﺋﺪ ﻣﻜﻨﺖ ﻛﺜﲑ ﹰﺍ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍﻟﻄﺎﳏﺔ ﺇﱄ ﺍﻟﺘﻘﺪﻡ ﻣﻦ‬
‫ﺍﻟﻌﻤﻞ ﻋﲇ ﺗﻘﻠﻴﺺ ﺍﻟﻔﺠﻮﺓ ﺍﻟﺘﻲ ﺗﻔﺼﻠﻬﺎ ﻋﻦ ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﺍﻷﺧﺮﻱ‪،‬‬

‫‪231‬‬
 ‫‪‬‬

‫ﻭﻣﻦ ﺗﻄﻮﻳﺮ ﺇﻣﻜﺎﻧﺎﲥﺎ ﻭﻣﻜﺎﻧﺘﻬﺎ ﻋﲇ ﺣﺪ ﺳﻮﺍﺀ‪.‬‬

‫ﻭﰲ ﻧﻔﺲ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻓﺈﻥ ﺍﻻﻫﺘﲈﻡ ﺑﺎﻟﺘﻘﺪﻡ ﻭﺍﻟﺘﻨﻤﻴﺔ ﰲ ﻋﴫﻧﺎ ﻫﺬﺍ ﳛﺘﻢ‬
‫ﴐﻭﺭﺓ ﺗﻔﻌﻴﻞ ﺍﳌﻌﺎﺭﻑ ﻟﺒﻨﺎﺀ ﺇﻣﻜﺎﻧﺎﺕ ﻣﺘﺠﺪﺩﺓ ﻋﲇ ﺍﻟﺪﻭﺍﻡ‪ ،‬ﻭﺗﻌﻤﻴﻖ‬
‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺗﻘﺎﻧﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻋﲇ ﺃﻛﻤﻞ ﻭﺟﻪ ﳑﻜﻦ‪،‬‬
‫ﻭﺻﻮﻻﹰ ﺇﱄ ﺑﻨﺎﺀ ”ﺍﻗﺘﺼﺎﺩ ﻣﻌﺮﰲ“ ﳛﻘﻖ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﻨﺸﻮﺩﺓ‬
‫ﺑﻮﺳﺎﺋﻞ ﺟﺪﻳﺪﺓ ﲣﻔﺾ ﻣﻦ ﺍﻻﻋﺘﲈﺩ ﻋﲇ ﺍﳌﻮﺍﺭﺩ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻨﻀﻮﺏ‪،‬‬
‫ﻼ ﻗﺎﺑ ﹰ‬
‫ﻼ ﻟﻼﺳﺘﺪﺍﻣﺔ‪.‬‬ ‫ﻭﺗﻀﻤﻦ ﻣﺴﺘﻘﺒ ﹰ‬

‫‪232‬‬




233
 

234
‫‪‬‬

‫‪55‬‬ ‫ﺇﻫﺪﺍﺀ‬
‫‪77‬‬ ‫ﻣﻘﺪﻣﺔ‬
‫‪99‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ‪ -‬ﺍﳌﺮﺗﻜﺰﺍﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪11‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻧﺸﺄﺓ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪18‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﲏ‪ :‬ﺍﻟﺘﺄﺻﻴﻞ ﺍﳌﻔﺎﻫﻴﻤﻲ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪18‬‬ ‫ﺃﻭﻻﹰ‪ :‬ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪26‬‬ ‫ﺃﻧﻮﺍﻉ ﺍﳌﻌﺮﻓﺔ‬

‫‪235‬‬
 ‫‪‬‬

‫‪28‬‬ ‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﻈﺎﻫﺮﺓ‬

‫‪28‬‬ ‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﻀﻤﻨﻴﺔ‬
‫‪30‬‬ ‫ﺧﺼﺎﺋﺺ ﺍﳌﻌﺮﻓﺔ‬
‫‪31‬‬ ‫ﺧﺼﺎﺋﺺ ﺍﳌﻌﺮﻓﺔ ﻛﺴﻠﻌﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ‬
‫‪32‬‬ ‫ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ‬
‫‪33‬‬ ‫ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪37‬‬ ‫ﺧﺼﺎﺋﺺ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪40‬‬ ‫ﺛﺎﻧﻴ ﹰﺎ‪ :‬ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻟﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪43‬‬ ‫ﳏﺪﺩﺍﺕ ﺍﻻﺳﺘﺜﲈﺭ ﰲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﴩﻱ‬
‫‪45‬‬ ‫ﺛﺎﻧﻴﺎ‪ :‬ﻣﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ‬
‫‪49‬‬ ‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻻﺟﺘﲈﻋﻲ‬
‫‪50‬‬ ‫ﺛﺎﻟﺜ ﹰﺎ‪ :‬ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬
‫‪54‬‬ ‫ﻋﻤﻠﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬
‫‪54‬‬ ‫ﺃﻫﺪﺍﻑ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬
‫‪59‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﻜﻮﻧﺎﺕ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪67‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﲏ ‪ -‬ﺑﻨﺎﺀ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﻃﺮﻕ ﻗﻴﺎﺳﻪ‬

‫‪236‬‬
‫‪‬‬

‫‪67‬‬ ‫ﲤﻬﻴﺪ ﻭﺗﻘﺴﻴﻢ‬

‫‪69‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﺑﻨﺎﺀ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪71‬‬ ‫ﻣﻨﻈﻮﻣﺔ ﺑﻨﺎﺀ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﲏ‪ :‬ﻃﺮﻕ ﻭﺃﺳﺎﻟﻴﺐ ﻗﻴﺎﺱ ﺍﳌﻮﺟﻮﺩﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ‬
‫‪78‬‬ ‫ﻭﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪79‬‬ ‫ﺍﳌﻘﺼﻮﺩ ﺑـ ) ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ(‬
‫‪80‬‬ ‫ﺩﻭﺍﻓﻊ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪81‬‬ ‫ﺻﻌﻮﺑﺎﺕ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪85‬‬ ‫ﻧﲈﺫﺝ ﻭﺃﺳﺎﻟﻴﺐ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪85‬‬ ‫‪ - 1‬ﺍﻟﻨﲈﺫﺝ ﺍﻟﻮﺻﻔﻴﺔ‬
‫‪86‬‬ ‫ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﻓﻖ ﺍﻟﻨﲈﺫﺝ ﺍﻟﻮﺻﻔﻴﺔ‬
‫‪87‬‬ ‫ﺛﺎﻧﻴ ﹰﺎ‪ :‬ﺍﻟﻨﲈﺫﺝ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺮﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‬
‫‪89‬‬ ‫ﺛﺎﻟﺜ ﹰﺎ‪ :‬ﻣﻘﺎﻳﻴﺲ ﻭﻧﲈﺫﺝ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ‬
‫‪90‬‬ ‫ﺭﺍﺑﻌ ﹰﺎ‪ :‬ﻣﻘﺎﻳﻴﺲ ﺍﻟﻌﺎﺋﺪ ﻋﲇ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪92‬‬ ‫ﺛﺎﻧﻴ ﹰﺎ‪ :‬ﺃﺳﺎﻟﻴﺐ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪92‬‬ ‫ﺃﻭﻻ‪ :‬ﺃﺳﻠﻮﺏ ﺍﻻﺳﺘﺒﻌﺎﺩ‬

‫‪237‬‬
 ‫‪‬‬

‫‪94‬‬ ‫ﺛﺎﻧﻴﺎ‪ :‬ﺃﺳﻠﻮﺏ ﺍﳌﺆﴍﺍﺕ ﺍﳌﺘﻌﺪﺩﺓ‬

‫‪96‬‬ ‫ﺍﳌﺆﴍﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ‬
‫‪96‬‬ ‫ﺛﺎﻟﺜﺎ‪ :‬ﺃﺳﻠﻮﺏ ﻧﲈﺫﺝ ﺍﻟﺘﻜﻠﻔﺔ‬
‫‪97‬‬ ‫ﺭﺍﺑﻌﺎ‪ :‬ﺃﺳﻠﻮﺏ ‪Rorschach Inkblat‬‬
‫‪98‬‬ ‫ﺧﺎﻣﺴ ﹰﺎ‪ :‬ﺃﺳﻠﻮﺏ ﺍﻟﱰﻛﻴﺰ ﻋﲇ ﺍﳌﺨﺮﺟﺎﺕ‬
‫‪98‬‬ ‫ﺳﺎﺩﺳ ﹰﺎ‪ :‬ﺃﺳﻠﻮﺏ ﺍﳌﻌﺮﻓﺔ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺍﻟﻘﻴﻤﺔ‬
‫‪99‬‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻘﺎﻳﻴﺲ ﻏﲑ ﺍﳌﺎﻟﻴﺔ ﻟﻘﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪101‬‬ ‫‪ - 1‬ﻫﻴﻜﻞ ﻣﺆﴍ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‪.‬‬
‫‪101‬‬ ‫‪ - 2‬ﻋﻨﺎﴏ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‬
‫‪104‬‬ ‫‪ - 3‬ﺍﻟﺮﻗﺎﺑﺔ ﻋﲇ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ‪.‬‬
‫‪105‬‬ ‫ﺍﳌﻌﻴﺎﺭ ﺍﳋﺎﺹ ﺑﻘﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫‪108‬‬ ‫ﲡﺮﺑﺔ ‪ Skandia‬ﰲ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ‬
‫ﺛﺎﻟﺜ ﹰﺎ‪ :‬ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺤﺎﺳﺒﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫‪114‬‬ ‫ﺍﳌﻌﺮﰲ‬
‫‪116‬‬ ‫ﺭﺍﺑﻌ ﹰﺎ‪ :‬ﲢﻮﻳﻞ ﺍﻷﺻﻮﻝ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﺇﱄ ﺃﺻﻮﻝ ﻣﻠﻤﻮﺳﺔ‬
‫‪118‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺇﺩﺍﺭﺓ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺗﻄﻮﻳﺮﻩ‬

‫‪238‬‬
‫‪‬‬

‫‪119‬‬ ‫ﺗﻨﺸﻴﻂ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﻭﺗﻄﻮﻳﺮﻩ‬

‫‪123‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ ‪ -‬ﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﳌﻌﺎﴏﺓ ﻧﺤﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫‪124‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫‪124‬‬ ‫ﺃﻭﻻﹰ‪ :‬ﺃﻃﺮﻭﺣﺔ ﺍﻟﺘﻮﻟﺪ ﺍﻟﺘﺎﺭﳜﻲ ﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫‪131‬‬ ‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﳌﻘﺼﻮﺩ ﺑﺎﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫‪135‬‬ ‫ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺘﺪﺍﺧﻠﺔ ﻣﻊ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫‪139‬‬ ‫ﺛﺎﻟﺜ ﹰﺎ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﺳﲈﺗﻪ‬
‫‪144‬‬ ‫ﺭﺍﺑﻌ ﹰﺎ‪ :‬ﻋﻨﺎﴏ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﻣﻜﻮﻧﺎﺗﻪ‬
‫‪147‬‬ ‫ﻣﻜﻮﻧﺎﺕ ﻧﻈﺎﻡ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫‪150‬‬ ‫ﺧﺎﻣﺴ ﹰﺎ‪ :‬ﻣﺆﴍﺍﺕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫‪165‬‬ ‫‪ - 1‬ﻣﺆﴍﺍﺕ ﳐﺰﻭﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ‬
‫‪166‬‬ ‫‪ - 2‬ﻣﺆﴍﺍﺕ ﺗﻨﻘﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﴩﻳﺔ‬
‫‪170‬‬ ‫ﺳﺎﺩﺳ ﹰﺎ‪ :‬ﺍﻻﺳﻘﺎﻃﺎﺕ ﺍﳌﻜﺎﻧﻴﺔ ﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫‪172‬‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﻣﺪﻥ ﺍﳌﻌﺮﻓﺔ‬
‫‪173‬‬ ‫ﺃﻧﻮﺍﻉ ﻣﺪﻥ ﺍﳌﻌﺮﻓﺔ‬
‫‪174‬‬ ‫ﺛﺎﻧﻴﺎ‪ :‬ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫‪239‬‬
 ‫‪‬‬

‫‪176‬‬ ‫ﺃﻫﺪﺍﻑ ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫‪177‬‬ ‫ﺧﺼﺎﺋﺺ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪179‬‬ ‫ﺛﺎﻟﺜﺎ‪ :‬ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‬
‫‪183‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﲏ‪ :‬ﺍﻟﺘﻮﺟﻪ ﺍﻟﻌﺎﳌﻲ ﻧﺤﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫‪191‬‬ ‫ﻋﻮﺍﻣﻞ ﺍﻻﻧﺪﻣﺎﺝ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫‪196‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺟﺎﻫﺰﻳﺔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪196‬‬ ‫ﻟﻠﺘﻮﺟﺔ ﻧﺤﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫‪201‬‬ ‫ﻗﻴﺎﺱ ﻣﺆﴍﺍﺕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪206‬‬ ‫ﲢﺪﻳﺎﺕ ﻭﻣﻌﻮﻗﺎﺕ ﺍﻧﺘﻘﺎﻝ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‬
‫‪218‬‬ ‫ﺑﻨﺎﺀ ﳎﺘﻤﻌﺎﺕ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ‬
‫‪231‬‬ ‫ﺍﳋﺎﲤﺔ‬

‫‪240‬‬